Nondiscrimination
Southern New Hampshire University does not discriminate on the basis of race, color, national origin, citizenship, religion, marital status,
age, sex, sexual orientation or disability in admission to, access to, treatment in or employment in its programs and activities. The following department has been designated to handle inquiries regarding the nondiscrimination policies: Office of Human Resources and
Development, Southern New Hampshire University, 2500 North River Road, Manchester, NH 03106-1045.

L—Handicap Parking

G—General

V—Visitor Parking Only

R—Residential Students Only

How to get to Southern New Hampshire University
From I-93 (Boston area)

From New Jersey and New York City (4-6 hours)
Take the George Washington Bridge in New York City to I-95N to
I-91N to I-84E in Hartford, CT. Take I-84E to I-90E to I-290E to
I-495N to I-93N. (Follow directions from I-93)

Most facilities and programs at Southern New Hampshire University are accessible to persons with disabilities. For further information
on access, please contact the Office of Disability Services at: Voice: 603.668.2211 ext. 2386, TTY: 603.629.4671.

Take exit 9N, follow road (US 3/RT 28) to first set of lights. Take a
left at the lights onto West Alice Drive, which becomes Donati Drive
at the sharp curve. Follow Donati Drive to the end, and then take a
right at the stop sign onto Bicentennial Drive. Follow Bicentennial
Drive to the stop sign, and then take a right onto North River Road.
The university is located 1/4 mile on the left, after the overpass.

Family Educational Rights and Privacy Act

From Hartford, CT (2 1/2 hours)

Southern New Hampshire University complies with the Family Educational Rights and Privacy Act (known as the “Buckley” Amendment).
This act, which was passed by the congress in 1974, protects the rights of the student in matters of access to and release of information
contained in the students’ records. Questions regarding this policy should be referred to the registrar.

Take I-84E to I-90E to I-290E to I-495N to I-93N.
(Follow directions from I-93)

Sexual Harassment

Take I-290E to I-495N to I-93N. (Follow directions from I-93)

Southern New Hampshire University seeks to create and maintain an academic and work environment in which all members of the
community are free of harassment based on gender. It is the policy of Southern New Hampshire University that no member of the community may sexually harass another. The intent of this policy as to foster responsible behavior in an environment free of discrimination.
Sexual harassment is illegal as it makes he educational and working environment hostile, intimidating and offensive.

From the North (I-93)
Take I-93S, bear right after the Hooksett tolls; continue onto I-93S
to exit 9N. (Follow directions from I-93)

From the Everett Turnpike/RT 3 (Nashua, NH; Lowell, MA)
Take RT 3N to I-293N to exit 6. Bear right off the exit, go through
one set of lights and move to the left lane as you cross over the
Amoskeag Bridge. Turn left at next set of lights (Elm Street); turn
left at next set of lights (Webster Street); then turn right onto River
Road. Follow River Road, which becomes North River Road, for 2
miles to the university.

Welcome to
Southern New Hampshire
University
Message from the President
In this catalog, you will find descriptions of Southern New Hampshire
University’s graduate programs and courses. A university catalog offers the
most comprehensive description of any institution. Spend time with it and you
will learn about SNHU’s history and mission, its services and outreach, its facilities, and the many opportunities the university provides students for meeting
their life and career goals.
Read between the lines and you’ll discover much more. You will see what
makes Southern New Hampshire University one of New England’s most exciting institutions, particularly for graduate students — small classes; our entrepreneurial and innovative spirit; dedicated faculty who bring real-world
experience to the classroom; professional programs that are nationally accredited and internationally recognized.
Learning isn’t relegated only to the classroom. SNHU is a global university with students from 79 countries and boundless opportunities for you to travel and study abroad. With a strong service ethic, SNHU students work in the local community, help rebuild homes in the Gulf Region, and recently travelled to South
Africa to set up computers in a township school. Others interned for international finance firms, for professional sports teams, and in schools. Leadership opportunities abound with campus organizations and
clubs, on the playing field, and in student government.
SNHU is expanding its programs (adding Justice Studies most recently), completing new buildings, and hiring wonderful faculty. It is increasingly recognized as a school on the move. You can be part of the excitement. The first impressions from my arrival here five years ago remain fresh in my memory: the sense of
possibility and energy and the opportunity that comes with a university experience coupled with a friendliness and warmth that immediately made me feel at home. Spend some time with this catalog, spend some
time on campus, and I think you’ll feel the same way.
Sincerely,

Statement Regarding Varied Program Calendars
* PCMH and Field-based On Location M.Ed. calendars are issued by the VT
Center.
Since academic calendars vary among programs, graduate students are
asked to contact their Centers of Record for the specific calendar and
schedule of courses offered for their chosen programs.

Academic Calendar â&#x20AC;&#x201C;
School of Professional and Continuing Education and SNHU Online
Term 5

Term 1
Classes Begin

Tues. Sept. 2, 2008

Classes Begin

Classes End

Sun. Oct. 26, 2008

Holiday
Classes End

Term 2
Classes Begin
Holiday
Classes End

Mon. Oct. 27, 2008
Thanksgiving (Nov. 27/28)
Sun. Dec. 21, 2008

Memorial Day (May 25)
Sun. June 21, 2009

Term 6
Classes Begin
Holiday
Classes End

Term 3

Mon. April 27, 2009

Mon. June 29, 2009
Independence Day (July 4)
Sun. Aug. 23, 2009

Classes Begin

Mon. Jan. 5, 2009

CE Summer Day Term A**

Classes End

Sun. Mar. 1, 2009

To be determined

Mon. Mar. 2, 2009

CE Summer Day Term B**

Term 4
Classes Begin
Holiday
Classes End

4

Easter (April 12)

To be determined

Sun. Apr. 26, 2009

**Summer Day Terms are offered at the SNHU Manchester Center Only.

The University

Southern New Hampshire
University

Mission
Southern New Hampshire University educates intellectually
and culturally enriched individuals to be successful in their
careers and contribute to their communities. SNHU’s educational philosophy challenges students’ intellectual potential
and prepares them for professional lives in an ever changing and increasingly interconnected world. It provides a supportive and close-knit learning community, delivering
engaging instruction in a flexible variety of formats. Students
develop the knowledge to understand a complex world, the
skills to act effectively within that world, and the wisdom to
make good choices. They do so within a community of
teachers, staff, and peers that is encouraged to add its scholarly, creative, and pedagogical contributions to the larger
social good.

History of the University
Southern New Hampshire University was founded in 1932
by H.A.B. Shapiro as the New Hampshire School of
Accounting and Secretarial Science. The school remained relatively small until 1961, when it was incorporated and
renamed New Hampshire College of Accounting and
Commerce.
The state of New Hampshire in 1963 granted the university
its charter, which gave it degree-granting authority. The first
associate degrees were awarded that year, and the first bachelor’s degrees were conferred three years later. The college
became a nonprofit institution under a board of trustees in
September 1968, and the name was shortened to New
Hampshire College in 1969.
The 1970s were a time of growth and change. The college
moved from its downtown Manchester site to the now 300acre campus on the Merrimack River in 1971. In 1974, the
college introduced a Master of Business Administration program, and, in 1978, assumed human services degree programs that later were organized into the Graduate School of
Business and the School of Human Services.

In the spring of 1981, the General Court of New Hampshire
authorized New Hampshire College to award the Master of
Human Services degree and the Master of Science degree in
business-related subjects. That same year, to accommodate
the two new rapidly expanding programs, the university purchased the former Mount Saint Mary College in Hooksett,
which served as the “north campus” for many years.
Operations have since been reconsolidated on the main campus. In 1988, the human services programs were transferred
to Springfield College in Springfield, Mass.
The college continued to expand academic offerings
throughout the 1980s and 1990s. Community economic
development was first offered in 1982 and the Culinary Arts
Program was established in 1983. New liberal arts and education majors were added in the early 1990s and in the last
several years. The one-of-a-kind three-year bachelor’s degree
in business administration was launched in 1997. Academic
offerings again expanded in 1998 to include the Ph.D. in
community economic development and the Doctor of
Business Administration.
During the ‘90s the college opened off-campus centers to
better serve adult learners. Programs today are offered in
Laconia, Manchester, Nashua, Portsmouth and Salem, N.H.,
and in Brunswick, Maine, as well as internationally through
such schools as HELP International College of Technology
(HICT) in Malaysia. NHC extended its reach worldwide with
the launching of its Internet-based distance learning program, now known as SNHU Online, in 1995.
A wave of campus expansion began in 1996 with the construction of a new residence hall; Webster Hall, home to the
School of Business; the Hospitality Center, home to the student-run restaurant and culinary programs; and Belknap
Hall, now home to the Institute for Language Education,
Public Safety, the School of Education and several university offices, including the Office of Admissions.
Expansion and program development led to a momentous
moment in the institution’s history in 2001, when New
Hampshire College became Southern New Hampshire
University.
Construction continued with the building of a new academic
center, Robert Frost Hall, which houses the Center for
Financial Studies, a simulated stock trading room and the
museum-quality McIninch Art Gallery. New residence halls
were built on the west and east sides of campus, and all
classrooms and halls are wireless.
In 2007, SNHU became the first carbon-neutral university in
New Hampshire.
Today the university has five schools — the School of
Business, the School of Community Economic Development,
the School of Education, the School of Liberal Arts and the
School of Professional and Continuing Education — and
continues to seek new ways to provide quality educational
programs for all of our constituents, both in the U.S. and
abroad.
5

Southern New Hampshire University

Goals of the University

The SNHU Community

Instructors, students and administrators recognize and subscribe to the mission of the university. In addition, the
undergraduate programs have the following specific, supporting goals:

At Southern New Hampshire University, we believe there are
no limits to what our students can achieve. With a culture
that inspires every person, every day, to do more, learn
more, try harder and exceed expectations, we are dedicated
to helping students realize their potential. We go the extra
mile—and so do our students.

• Offer a quality curriculum that enables students to
enter the professional world, or that enable those
already established to enhance, advance or change
their careers.
• Teach and inquire into the foundation for important
truths, principles, ideas, facts and performance methods, so that students can make significant contributions to their chosen fields.
• Provide challenging courses of study, encouraging
students to become life-long learners, critical thinkers
and problem solvers, who can adapt creatively and
appropriately to all situations, structured or unstructured.
• Help students to understand themselves, society and
different cultures, so that they can participate effectively in the changing world around them.
• Encourage students to identify the personal qualities
and ideals which will enable them to function ethically and responsibly.
• Ensure that students speak and write clearly and
accurately, use computers efficiently and employ
library resources effectively.
To achieve these goals, the faculty is committed to the art of
teaching, scholarship and service. Southern New Hampshire
University emphasizes that we learn in different ways, that
learning occurs both inside and outside of the classroom,
and that learning takes place only if an individual successfully integrates the intellectual, social, and emotional aspects
of his or her development, and strives to stimulate critical
thought and inquiry in the classroom. Teaching is primary at
Southern New Hampshire University.

SNHU is a premier university with a small-college feel. The
university offers undergraduate programs in business, culinary arts, education, hospitality management and liberal
arts, and graduate programs in business, community economic development, education and writing. Programs are
offered on campus, through SNHU Online, and on location
at our centers in Laconia, Manchester, Nashua, Portsmouth
and Salem, N.H., and Brunswick, Maine.
Here you’ll find caring, credentialed faculty, quality academic programs, small classes, state-of-the-art facilities and
an exciting campus culture.
SNHU has been graduating successful leaders for more than
70 years. Our undergraduate and graduate academic programs are designed with the real world in mind. Our programs and students are career-focused, yet the university
provides a well-rounded education that incorporates the liberal arts so graduates are truly prepared for the real world.
The university has approximately 1,900 traditional, full-time
undergraduate day students and about 9,425 enrollments in
all divisions (day, evening, weekend and online undergraduate and graduate students).
The university recognizes that graduates will be world citizens and has moved to increase the exchange of ideas and
experiences between students in the U.S. and other countries. Students come from more than 70 countries to attend
SNHU. This cultural diversity enriches the learning experience for all. In addition, the university’s participation in the
university Studies Abroad Consortium means students can
choose to study abroad at one of 36 institutions in 26 countries in Asia, Africa, Australia, Europe and Latin America.
Academic support services at Southern New Hampshire
University include:
• Harry A.B. and Gertrude C. Shapiro Library (including
the Pantano Gallery)
• Dorothy S. Rogers Career Development Center
• Office of Disability Services
• Audio Visual Center
• Computing Resources
• Institute for Language Education (ILE)
• English as a Second Language Program (ESL)
• Transitional Bridge Program
• SNHU Advantage Program

6

The University
Southern New Hampshire University student affairs services
include:
• Athletics and Athletic Facilities
• Campus Ministry
• Public Safety
• Residence Life
• Student Organizations & Leadership
• Wellness Center (which offers health, counseling and
educational services)
In the final analysis, an institution committed to teaching is
an organization that does not waiver from its goal to create
a learning environment worthy of all those who become a
part of it. This attempt is conscious and ongoing at Southern
New Hampshire University. It is a continual process through
which Southern New Hampshire University reaffirms its
commitment to academic excellence, professional credibility and social responsibility.

Accreditation and Membership
Southern New Hampshire University is accredited by:
• Accreditation Commission for Programs in Hospitality
Administration

On Campus
The main campus is located in the Manchester/Hooksett
area of southern New Hampshire. Manchester has a growing
population of 108,000 and is a hub to a progress of industrial
and business growth to its south and tourism, leisure and
recreation areas to its north. The arts in the city are flourishing and the Verizon Wireless Arena weekly draws audiences
from throughout the New England states. Convenient interstate highways bisect Manchester’s bustling perimeters; air
service connects Manchester to all major cities in the United
States. Southern New Hampshire University’s campus borders Interstate 93 and is within an hour of Boston.
SNHU is an EPA Green Power Partner and is the first carbon-neutral campus in New Hampshire. The main campus
features new dormitory and apartment buildings, state-ofthe-art classrooms, a well-equipped fitness center, wireless
Internet access, auditoriums, technology labs, multimedia
rooms, computer labs, a graphic arts lab, a student-run gourmet restaurant and bakery, a simulated stock trading room,
a museum-quality art gallery, the Shapiro Library and much
more. The Athletic Complex also houses a dance studio, a
racquetball court, an indoor 25-meter competition-size
swimming pool, four outdoor tennis courts (lighted for night
play), two indoor gymnasiums, and baseball, softball, soccer/lacrosse and practice fields.

• American Culinary Federation Educational Institute
• Association of Collegiate Business Schools and
Programs
• European Council for Business Education
• National Association for Sport and Physical Education
• New England Association of Schools and Colleges
• New Hampshire Postsecondary Education
Commission
• New Hampshire State Department of Education for
Teacher Certification
• North American Society for Sport Management
Southern New Hampshire University supports the efforts of
secondary school officials and governing bodies to have their
schools achieve regional accredited status to provide reliable assurance of the quality of the educational preparation
of its applicants for admission.
Southern New Hampshire University is also:
• approved for the education of veterans and the
children of veterans.
• approved for the rehabilitation training of eligible students with disabilities.
• listed in the Department of Education’s Education
Directory, Part 3, Higher Education.
• a preferred provider of distance learning opportunities to sailors and soldiers through the Navy College
Program Distance College Partnership (NCPDLP) and
eArmyU.
7

Southern New Hampshire University

Degrees Offered and
Academic Programs
Southern New Hampshire University prepares its students by
offering the following major courses of study. All programs
listed below are offered at SNHUâ&#x20AC;&#x2122;s main campus. Most programs are offered through SNHU Online or On Location at
SNHU centers throughout New England.

Admissions
Admissions Requirements
Applicants who have earned a bachelor’s degree or a graduate degree at an accredited institution in the United States
or the equivalent of this degree from a comparative foreign
postsecondary institution will be eligible for application to
the university. The decision to admit an applicant to a program is based on a combination of criteria according to the
requirements of the specific graduate program.
While many of our students have work experience in business or professional settings, we also encourage applications
from students who are completing their undergraduate studies. Prospective students may apply for admission to the university during or after their final year of undergraduate
study, but must supply proof of graduation before the end
of the first term at Southern New Hampshire University.

• Test Results: SNHU Education and Doctoral programs
require official graduate exam scores (PRAXIS I or
GMAT) as part of the admission requirement. See
your program of choice for further testing requirements and information.
• International Student Admission:
A complete application for an international student
requires the following:
• A completed International Student Application
form. The admission form used for U.S. students
is not acceptable.
Official copies of academic records translated into
English, including:
• Proof of graduation or completion of program

In addition to the information in this section of the catalog,
applicants need to refer to admission information that is specific to their chosen school or program of study.

Copies of transcripts or mark sheets of all course
work taken, with grades or marks for each course
indicated (photocopies certified as true copies of originals are acceptable).

Non-English Documents

Proof of English proficiency or agreement to enter our
full-time, intensive English as a Second Language
(ESL) program. Southern New Hampshire University
provides conditional admission for students needing
ESL prior to entering a degree program.

To assure full consideration, all documents not written in
English must be accompanied by a literal English translation and submitted along with application materials.
Certified copies of all certificates and/or diplomas must be
included.

The Application Process
• Application Form: Students are encouraged to apply
on-line at www.snhu.edu. Applications may also be
found on-line in PDF format suitable for printing.
• Application Fee: Application fees are required and
may differ by program. See application for specific
information regarding your program’s application fee.
• Personal Statement: A personal statement or résumé
as required by program.
• Official Transcripts: Official transcripts from all institutions previously and currently attended. This
includes transcripts from institutions where credits
were transferred. All transcripts are to be submitted
in sealed envelopes from the original institutions.
International students graduating from non-US institutions may submit certified or attested copies.
• Recommendation Forms: SNHU Master of
Education, Master of Fine Arts, Master of Science in
Community Mental Health and doctoral programs
require recommendations as part of the admission
requirement. See your specific program for further
details regarding the number and scope of recommendations. All recommendations must be submitted in
sealed envelopes with the recommender’s signature
over the seal.
10

• Certifications and Licenses: Students must submit a
copy of current teacher certification or other professional licenses held, if applicable.

Documentation of financial support. Applicants must
complete the Certification of Financial Support in the
application as well as submit documentation that
funds are available. A demonstrated level of support
not only for actual tuition and room and board, but
also for living expenses, pocket money, books, etc., is
necessary.
Candidates for graduate enrollment, whose native
language is not English, must demonstrate proficiency on a TOEFL test with a score of 550 or higher.
Equivalent proficiency may be demonstrated by a
score of 213 on CBT, or 6.5 on IELTS.
Graduate students with TOEFL scores between 530550 (213 CBT) or IELTS scores between 6.0 and 6.5
will be required to take a special English course.
Other measures of English proficiency may be considered on a case-by-case basis.

• School of Liberal Arts M.S. Teaching English as a
Foreign Language and Master of Fine Arts require a
$25 application fee.
• School of Liberal Arts M.S. in Community Mental
Health (PCMH) requires a $40 application fee.
• School of Community Economic Development
Master’s programs require a $25 application fee.
• School of Community Economic Development Ph.D.
programs require a $100 application fee.
Make checks payable to Southern New Hampshire
University.
All application fees are non-refundable.

Required Tests
• Official passing results of the PRAXIS I test must be
submitted directly to Southern New Hampshire
University by the testing company. Applicants holding initial certification or an existing graduate degree
are exempt from this requirement.
• D.B.A. applicants must take the Graduate
Management Admission Test (GMAT).
• Non-native English language speakers must also submit official results of the Test of English as a Foreign
Language (TOEFL). A minimum score of 550 is
required by the university. The SNHU TOEFL code
number is 3649.

The School of Community Economic Development requires
applicants to attend a faculty interview. Long distance applicants have the option to have this interview conducted by
telephone. Contact ced@snhu.edu to schedule an interview.

• Two to four page typed personal statement describing
work experience, goals and expectations at the master’s level.

The School of Education requires all applicants to attend a faculty interview. Students applying to one of SNHU’s Online
education programs may opt for a telephone interview. Upon
receipt of all application materials, students will be contacted
by the School of Education to schedule an interview.

• Three letters of recommendation for M.A. programs

Although interviews are not required as part of the admission process for all graduate programs at Southern New
Hampshire University, we welcome students to visit the
campus.

M.A. in CED Policy
• Writing sample/essay
Ph.D. in Community Economic Development
• Completed master’s degree (preferably M.A. in CED)
• Minimum 3.5 GPA
• 5 years documented experience in Community
Economic Development or five years of professional
experience in a related field such as: public policy or
business.
• Research sample
• Writing sample/essay
• Application deadline is January 31st.
11

• PRAXIS I (not required for students applying to the
Field-based Graduate Program in Education or those
with an earned master’s degree)

• An essay responding to items as described on the
application form

• $25 application fee
• Personal statement
• 3 letters of recommendation
• Admission interview
Note: Not all Education programs offer rolling admissions. Contact the Graduate Admissions office at
603.644.3102 for information on your program of
choice.
Field-Based Graduate Program in Education
• All applicants must have a teaching certificate, evidence of teaching experience, or access to a teaching
situation.
• External Critique of Professional Educational
Activities
• Successful Completion of ProFile Seminar
• $40 application fee
M.S. in Justice Studies
All applicants must have:
• Completed bachelor’s degree
• $25 application fee
• Resume
School of Liberal Arts (M.S.-TEFL program)
See School of Liberal Arts section for information on other
school programs
• Resume
• Completed bachelor’s degree
• Minimum GPA 2.75
• $25 application fee
M.F.A. program
• Minimum GPA of 3.0. (preferably a B.A. in a humanities discipline, but all qualified applicants will be
reviewed)
• 3 Letters of recommendation from those capable of
assessing your preparation to succeed in a low-residency M.F.A. program in writing
• 30 pages of manuscript double-spaced and numbered
in the genre (fiction/non-fiction) you plan to study
• 800-1000 word personal statement describing your
writing experience and your commitment to writing.
Please include an assessment of why you are a good
candidate for the M.F.A. program at SNHU.
• $25 application fee
• Application deadlines are April 2nd and Dec. 20th
12

• Resumé
Non-Degree Students
Students who have earned baccalaureate degrees are permitted to undertake a maximum of two graduate courses (6
credits) at Southern New Hampshire University. Non-Degree
seeking students must file an application with the Graduate
Admission office and supply transcripts and other pertinent
information in accordance with general graduate admission
policies. Non-Degree seeking students must declare a program if wishing to continue graduate studies after completing six graduate credits.

Transfer Credits
Graduate credits earned at any accredited institution in the
last five years are transferable at the discretion of Southern
New Hampshire University. Minimum grades of “B” or better are required. All transferable credits must be comparable
to and may serve as a substitute for course requirements at
SNHU. A maximum of six (6) graduate credits may be transferred into any degree program. Only three (3) graduate
credits may be transferred into any graduate certificate program. Note that grades do not transfer. Internships, co-operatives, capstones and student teaching credits earned at
another university are not accepted as transfer credits. Each
transfer course is evaluated on an individual basis, with reference to catalog course descriptions. The student should
provide official transcripts and syllabi.

Admission
Students who have met all of Southern New Hampshire
University’s program specific admission requirements may
be admitted to a graduate program at SNHU. Some programs
require students to complete graduate exams and/or foundational coursework in addition to graduate program requirements. See your specific program for details.

Provisional Admissions
Provisional Admission indicates that a student’s undergraduate GPA (Grade Point Average) is less than 2.75 for Master
of Business and Education students. The provisional qualification is lifted if a student achieves a grade of “B” or better
in EACH of their first two courses. Not all programs accept
provisional admission. See specific program requirements
for details.

Graduate Registration Process
Current graduate students may register for classes online
using Southern New Hampshire University’s PENpal registration process. PENpal allows students to check grades,
address information and schedules. Students may also register in person at each center location or via fax, or e-mail.

Admissions
New students must meet with an advisor prior to registering
for initial coursework. See an admission counselor or contact the Graduate Admission Office for further information.

International students full-time study requirement
and limitation of online courses

d. finalize and receive approval of dissertation research

International students in F-1 and J-1 student status must be
enrolled full time to maintain lawful presence in the U.S.
For most graduate programs at SNHU, this means a minimum of six credits per term. Online classes are limited to
one class per term counting toward your minimum full-time
course load. Any classes taken over the minimum full-time
course load may be in-class or online format. Because some
graduate programs offered at SNHU may require more or less
than six credits per term for a full course load, all students
are strongly encouraged to meet with an academic advisor to
determine the specific requirements of their program. NOTE:
All reductions in a full course load for academic or medical
reasons, as well as terms off, must be approved by the
Center for International Exchange prior to the start of the
term or class load reduction.

Degree Requirements
School of Business
D.B.A. in International Business:
Students must:
a. Complete a minimum of 36 credit hours of required
doctoral level courses, and possibly up to 15 credit
hours of masterâ&#x20AC;&#x2122;s level international business courses
as prerequisites for the doctoral level courses.
b. Complete and satisfactorily pass all written/oral comprehensive examinations
c. Submit and receive approval of dissertation topic
d. Finalize and receive approval of dissertation research
e. Complete with a GPA of 3.0 or higher
School of Community Economic Development (CED):
M.A. in CED
Students must:
a. complete a minimum of 36 credit hours at the 800
level.
b. complete with a GPA of 3.0 or higher
M.S. in CED
Students must:
a. complete 39 credit hours, including all required
courses and all needs for specializations if applicable.
b. complete with a GPA of 3.0 or higher
Ph.D. in CED
Students must:
a. complete 36 credit hours, including all required
courses/needs

c. submit, and receive approval of dissertation topic
e. complete with a GPA of 3.0 or higher

Time Limitations
All graduate and doctoral programs offered at Southern New
Hampshire University must be completed within eight years,
with the exception of the Manchester-based M.Ed. programs,
which have a four-year time limit. M.Ed. students who
require longer than four years to complete their degrees or
combined program requirements will be required to accept
the program plans in the graduate catalog in place at such
time. Leaves of absence or requests for program changes do
not extend the time limit. Students who require additional
time to complete their degrees or combined program requirements will have their programs updated to the graduate catalog in place at the time of the extension.

Initial Enrollment
An accepted student must enroll within one year of the date
of acceptance. Those who fail to do so will be required to
resubmit application materials and be readmitted.
Readmission would require the student to satisfy program
and degree requirements implemented after the original
acceptance date.

Leave of Absence and Reactivation
Students are not required to be enrolled in classes every
term. However, students who fail to enroll for four consecutive terms will have their files deactivated. Those students
must submit a request to reactivate form in order to resume
their studies.
The time limit for completing degree requirements includes
the terms during which students have not enrolled in courses.

Second Degrees
A student who wishes to earn a second masterâ&#x20AC;&#x2122;s degree
through Southern New Hampshire University is required to
take a minimum number of graduate courses beyond the
first degree. The minimum number depends on the degrees
being pursued. All other requirements in the second degree
program also must be satisfied. Students considering this
option should meet with an advisor to determine specific
additional requirements.
Foreign students seeking a second degree also must obtain a
new visa eligibility certificate (I-20 or DS-2019). This ordinarily will require new statements of financial responsibility
and a letter that authorizes the program change. Students
should contact the Center for International Exchange for
more details and specific requirements.

Internships
Internships for credit are available in selected programs to
full-time degree candidates and in most cases must be
13

Southern New Hampshire University
approved by the dean. In some cases, financial compensation is awarded. Schedules are flexible and arranged to best
suit the needs of students and employers.
The Career Development Center staff assists students in seeking internship opportunities. Each candidate must submit a
formal application, a resume, and a letter of intent to the
Graduate Admission Office during the first two weeks of the
term prior to the internship term to set the placement process
in motion. Once approved to participate in the program, the
applicant must meet with a member of the CDC staff.
Foreign students in F-1 status must have authorization from
the Center for International Exchange prior to beginning
their work experiences and must have completed nine consecutive months as full-time students. J-1 students must
have recommendations and descriptions of training objectives from the school dean or their advisors in order to
obtain sponsor approval for specific employment. J-1 students whose DS-2019â&#x20AC;&#x2122;s were issued by Southern New
Hampshire University should contact the Center for
International Exchange; other J-1 students should contact
their sponsors.

14

Student Teaching
Master of Education programs leading to initial certification
culminate in a 16 week student teaching practicum and corresponding seminar. During the 16 weeks, the student
teacher receives close and continuous supervision and guidance from the teaching personnel at the participating school
and by the Southern New Hampshire Faculty.

Practicum
Students enrolled in non-certification Master of Education
programs complete a 150 hour practicum as a final activity.
During the practicum the student develops two educational
products related to their field of study as a culminating application of the theories examined during the program.

Payment of all account charges is due and payable by the
term’s official start day and must be received before attending the first class of a term. Tuition can be paid by cash,
VISA, MasterCard, Discover, American Express, check,
money order or financial aid. Textbooks and supplies are
sold separately. Southern New Hampshire University offers a
payment plans for new (domestic) students and current students should they need it. All students must sign a one time
promissory note acknowledging their financial account
responsibilities.

Southern New Hampshire University
Students with outstanding balances or who are past due on
payment plans will be assessed finance charges and prevented from starting subsequent terms. A penalty charge of
$50 will be assessed if the account remains unpaid for more
than 30 days after the end of a term. Transcripts, caps/
gowns, and diplomas will be withheld on any account with
an outstanding balance. Students are responsible for any
cost of collections charged to their account if they are not
paid when due. For additional information on the university
credit policy, visit www.snhu.edu.

Finance Charges
Payment of all account charges is due by the term’s official
start date. However, if you choose to defer payment as outlined above or fail to make payment as required any outstanding balance will be subject to a finance charge of 18
percent annual rate, assessed monthly. Finance charges will
be accrued on the daily outstanding balance as of the term’s
official start date and posted to the student account on the
last day of the month. If the account balance is zero at the
close of business on the last day of the month, any accrued
finance charges will not be assessed to the student account
for that month. Note: If you make account payments by
mail, SNHU recommends that payment be sent no later than
the 25th of the month to ensure timely payment processing
before the end of the month.

Full-time Students
Full-time students are subject to all SNHU payment policies.
After the initial academic year and at the sole discretion of
the university, international students may be provided a payment plan along with a promissory note.

Part-time Students

Students residing outside of the United States who are
enrolling in courses via SNHU Online are required to pay
their full charges for each term at the time of registration.

Direct Third Party Billing
Students eligible to participate in third-party direct billing, in
which a third party will be authorizing direct billing from the
university to the party, must first submit a voucher to the
Student Administrative Services office. The voucher must
include beginning and end dates of the academic term,
courses covered, books, insurance, other fees covered (if
any) and maximum dollar value. Payers (employers or others) will be billed at the beginning of the term covered by the
voucher. Payment is due within 30 days of billing. Finance
charges are waived upon confirmation of approved authorization. Student reimbursement from an employer (or other
payer) based upon satisfactory completion of the course or
program is not considered third-party billing. Student reimbursement is considered a self pay account and is subject to
the payment policies outlined.

CAEL
CAEL (the Council for Adult and Experiential Learning) has
partnered with Southern New Hampshire University to offer
tuition discounts to eligible students. Employees of a CAEL
partner company will receive a 10% tuition discount off the
regular Southern New Hampshire University tuition on
courses approved by your employer’s tuition assistance
policy.
Please contact your place of employment for additional
information on the CAEL tuition assistance program.
For tuition assistance: Students must obtain a letter of credit
from the CAEL website to present at the time of registration.
Each discount-eligible course must be accompanied by a
letter of credit.

A first-time student must pay 50 percent of initial enrollment
charges at the time of registration unless he or she falls
under direct-billing eligibility, which requires that a verification letter from an employer be on file before registration, or
a student has completed financial aid forms and is expected
to be eligible for such aid. Payment of the remaining 50 percent of initial charges is due within 30 days of the close of
that term. These unpaid balances will accrue finance charges.

Tuition reimbursement: This is entirely outside of SNHU
and is between the student, CAEL, and the employer.
Students need to obtain an approval notification from the
CAEL website to present at the time of registration.

Continuing students may enroll in successive terms without
making initial payments, but full payment for the previous
term is due within 30 days of its close.

Please note: Students who register for courses without
evidence of CAEL authorization may not be guaranteed a
discount.

Active Duty Military
First time students using tuition assistance must present a
tuition assistance form from their military branch in which
they are enlisted.
Continuing students may enroll in successive terms without
making initial payments but must submit tuition assistance
forms to allow direct billing and payment from the military.
If a tuition assistance form is not provided, your account will
be placed on financial hold, which will prevent future registration, and you will be responsible for the unpaid balance.

16

SNHU Online Enrollment – International Students

Tuition Withdrawal Policy
An enrolled student who withdraws from courses will be
entitled to a tuition refund based on the number of times
the class has met regardless of course attendance. The official withdrawal date is the date the completed withdrawal
form is received at the students’ Center of Record. Students
who withdraw before the first class will be reimbursed 100
percent, before the second class, 80 percent; before the third
class, 50 percent. Students who withdraw after the third
class meeting will not be entitled to a tuition refund.
Southern New Hampshire University reserves the right to
assess a $25 Drop fee to process a student’s request to drop

Financial Aid
or withdraw from class. A drop fee is automatically assessed
one week prior to the term start. Once the term begins the
fee schedule is based on the withdrawal schedule above.
Students enrolled in their first terms at the university and
who are recipients of Title IV federal financial aid are eligible for a pro-rata refund through the first four weeks of their
enrollment. Southern New Hampshire University complies
with federal regulations to calculate and return to recipients
of Title IV funds any awards received while they are enrolled
in this program. Please contact the Office of Financial Aid for
details.
Students on the university meal plan who withdraw will be
entitled to a proportionate refund of dining hall charges
upon the surrender of their university identification card.
Meal account refunds are based upon actual usage and
earned administrative fees.

Financial Aid
Southern New Hampshire University provides several types
of financial assistance to help students and their families
meet the cost of a university education. More than $60 million was awarded to our students in amounts ranging from
$500 to the full amount of educational costs during the 20072008 academic year.
Student aid programs administered by Southern New
Hampshire University come from federal, state, institutional
and private sources. A coordinated scholarship and assistance program includes three basic types of aid — gift, loan
and work. The different types of assistance can be awarded
singly, but it is the university’s usual practice to award these
types in various combinations called financial aid packages.
The majority of financial aid for graduate students comes in
the form of federal student loan programs. All scholarship
and assistance programs are subject to prevailing federal and
state regulations. Compliance with these regulations is the
responsibility of the student and the aid administrators and
is a condition of the student’s eligibility to receive assistance.
All students are encouraged to seek assistance from sources
outside the university in addition to applying for aid through
the Office of Financial Aid.
Outside assistance must be reported to the Office of
Financial Aid and may necessitate a revision to an existing
financial aid award to avoid exceeding the allowable cost of
attendance for the student’s program of study.

by using a PIN issued by the Department of Education. You
may use the PIN to sign your FASFA online. Students may
obtain a PIN at www.pin.ed.gov. Awards are made for one academic year, which includes terms starting on or after July 1.
Students must reapply for financial aid each year.
Normal processing time for the FAFSA is approximately
seven to ten days if submitted electronically; four weeks for
mailed submissions. Students striving to meet the priority
date are advised to keep the processing time in mind. Midyear transfer students must ensure that loans processed at
other institutions are adjusted by their previous schools to
reflect their actual enrollment end dates at those schools.
Please contact the Office of Financial Aid of your previous
school to have them update this information with your
lender.

Federal and State Programs
Selection Criteria
Southern New Hampshire University participates in Federal
Title IV student aid programs and utilizes the required federal methodology for determining student eligibility for federally funded assistance.
For graduate student applicants, an estimate of the student
or family contribution is made based on the income and
assets of the student or his or her spouse. Taxes and other
liabilities are taken into consideration in the formula.
The difference between a student’s cost of education and the
estimated family contribution and support received from
sources outside the university is the student’s demonstrated
financial need. The Office of Financial Aid attempts to fund
demonstrated need through a combination of available
financial aid sources.
All information submitted in support of an applicant’s aid
request is held in strict confidence. Required paperwork
must be completed before or during the student’s enrollment
period. If a student withdraws from school prior to completing any required financial aid processes, pending financial
aid funds will be canceled and any charges will become
immediately due to the university. The university also
reserves the right to cancel awards and re-bill the student
and/or parents in cases where awards were authorized on
the basis of incorrect or incomplete information.

Loans and Employment
Federal Stafford Loans

The Financial Aid Application Process
All students are strongly encouraged to complete the Free
Application for Federal Student Aid (FAFSA). The FAFSA
information is used for students who wish to apply for any
type of need-based assistance, including loans and grants. It
is also used by many outside scholarship programs. The
Southern New Hampshire University code is 002580. The
FAFSA can be completed electronically at www.fafsa.ed.gov

To determine eligibility for this federally regulated loan, the
student must file the FAFSA and have completed a Federal
Stafford Loan Master Promissory Note. Only a university financial aid office can determine the student’s eligibility based on
the cost and financial need at the particular university.
A Master Promissory Note is a renewable serial loan note that
must be completed for your first Stafford Loan at SNHU. In
succeeding years, additional funds may be added to this note
17

Southern New Hampshire University
by its lender after the student has applied for financial aid
through the FAFSA process. A Stafford Loan will be processed
for the amount listed on the award notification or a lower
amount if indicated in writing by the student. Written notifications of loan approvals will be mailed to the student by
the lender.
The Federal Stafford Loan program offers both subsidized
and unsubsidized loans. For students who qualify for a subsidized loan, the federal government pays the interest on
the loan (“subsidizes” the loan) until repayment begins and
during authorized deferment periods thereafter. Maximum
loans for graduate students are $8,500 for Subsidized
Stafford loans and $12,000 for Unsubsidized Stafford loans,
depending upon financial eligibility as determined through
the FAFSA application process (see below for explanation).
The total annual maximum for both types of loans combined
is $20,500 in the Stafford loan program.
An unsubsidized loan is not awarded on the basis of financial need; however, a student must complete the financial
aid application process, and the Office of Financial Aid must
determine whether a student is eligible for need-based aid
before awarding an unsubsidized Stafford Loan. Interest
begins to accrue immediately once the loan proceeds have
been disbursed. The student can then choose to pay the
interest or allow it to accumulate. If the student chooses to
let the interest accumulate, it will be capitalized (added to
the principal amount) and will increase the amount the student must repay.
The current interest rate, established by the federal government, varies but will not exceed 8.25 percent. No repayment of interest or principal is required on either subsidized
or unsubsidized Stafford loans until six months after the student graduates or withdraws from the university. Recent
interest rates have been well below the maximum rate.
Additional terms and limitations are printed on the Master
Promissory Note.

and PLUS loan eligibility has been exhausted. Please contact the Office of Financial Aid for more information.

Southern New Hampshire University
Student Part-time Payroll
Southern New Hampshire University maintains a student
part-time payroll. Pay periods, pay rates and job duties are
the same as with the Work Study Program; however, there
is no total earnings ceiling per academic year.

Off-campus Employment
Manchester is New Hampshire’s Queen City and the population center of the state. Part-time, non-work-study employment opportunities also exist in the local area and, although
not part of the university’s aid program, earnings from such
sources can contribute significantly toward meeting university costs. The university’s Career Development Center coordinates information concerning these opportunities and acts
as a liaison with local employers.

International Students and Financial Aid
Financial Aid is not available to International Students. Any
full-time student is able to work on campus for a maximum
of 20 hours per week when classes are in session. Jobs are
available on campus, but it may not be possible to have a
full twenty hours all the time. Therefore, earnings from on
campus employment should always be viewed as a supplement and never as being crucial to meeting the expenses of
studying in the U.S. Some private student loans are available
to International Students provided they can obtain a cosigner living permanently in the U.S. Details are available in
the International Admission Office.

Veterans’ Benefits
Southern New Hampshire University is approved for the
education of veterans and the children of veterans.
Questions regarding benefits for veterans should be directed
to the Office of the Registrar. Each new veteran should submit:
a. an application for admission.

PLUS Loans for Graduate Students
Graduate students are now eligible to borrow under the
PLUS Loan Program up to their cost of attendance minus
other estimated financial assistance in the FFEL Loan
Program. The terms and conditions applicable to Parent
PLUS Loans also apply to Graduate PLUS loans. These
requirements include a determination that the applicant
does not have an adverse credit history, repayment beginning on the date of the last disbursement of the loan, and a
fixed interest rate of 8.5 percent in the FFEL program.
Applicants for these loans are required to complete the Free
Application for Federal Student Aid (FAFSA). They also must
have applied for their annual loan maximum eligibility
under the Federal Subsidized and Unsubsidized Stafford
Loan Program before applying for a Graduate PLUS loan.

Alternative Loans
There are several alternative loan programs available for students. These programs should be explored only after Stafford
18

b. a registration form for the next term.
c. an official high school transcript or an official copy of
GED test scores.
d. official university transcripts, if any.
e. a copy of DD-214 and any service school data.
f. the necessary Veterans Association paperwork.
Veterans enrolling under the G.I. Bill for the first time may
experience a delay of up to two months before they receive
their first checks. Veterans should contact the Veterans
Affairs Office if no check has been received by the seventh
week of a term.
If a veteran student is transferring directly from another
school where he or she had been using VA benefits, the student should ensure that the other school promptly notifies
the VA of his or her effective date of termination.

Financial Aid
Students requesting Veterans’ Educational Assistance are
required to have all previous postsecondary educational
experience evaluated for possible transfer credits in order to
be eligible for benefits. Students must notify the registrar of
any past university credits that are transferable to Southern
New Hampshire University. If, after two terms, the veteran
does not supply the required official transcripts of past studies, he or she will be certified only for the cost of courses. In
the School of Professional and Continuing Education, two
courses per eight-week term constitute a full-time academic
load and qualify the veteran for full-time benefits.
New veteran students should matriculate immediately and
select their degree programs. Because of VA regulations pertaining to certifications, a non-matriculated student will not
be certified for educational benefits after two terms of attendance. Veteran students who take courses that are not applicable to or not required for their chosen degrees will not be
certified to the VA for those courses. In order to maintain
full-time status, veterans may take courses outside their
majors only in the last term before graduating.
The VA requires strict compliance with a number of other
regulations, including maintenance of satisfactory academic
progress and notification of any status changes, such as
withdrawal from a course. It is the veteran’s responsibility to
be aware of all VA regulations that affect his or her educational program.

Standards of Satisfactory Academic Progress for
Financial Aid
Academic progress will be determined by the Office of
Financial Aid based upon the information contained on the
student’s academic transcript as of the date of the review. A
student must meet both of the following standards in order
to continue to receive financial assistance.

Quantitative Measure
A student must have successfully completed at least 75 percent of all the credits he or she has attempted at Southern
New Hampshire University during the entire period of enrollment. Total credits earned divided by total credits attempted
equals the percentage.
a. For the purposes of financial aid, a student may
attempt a maximum number of credit hours based on
his or her program of study, inclusive of remedial and
non-degree courses, less the total number of credits
accepted for transfer from other institutions. Graduate
degree candidates may attempt a maximum of eight
years of study in a specific graduate degree program.
Graduate teacher education degree candidates may
attempt a maximum of six years of study.
b. Credits attempted are those for which the student has
enrolled as of the end of the add/drop registration
period.
c. Successful completion is defined as the assignment of
a passing grade to the courses attempted and equates
to the number of credits earned. Failure, withdrawal,

incomplete or other designations to the courses
attempted are not considered successful completion.
d. Courses that are repeated will be counted in the calculation of credits attempted and will be counted as
credits earned when the student receives a passing
grade.

Qualitative Measure
Students enrolled in graduate degree programs must maintain a minimum cumulative GPA of 3.0 on a 4.0 scale.
Review
Individual student records will be reviewed based on evaluation periods that correspond with each student’s academic
program, but generally once-per-year prior to being awarded
financial aid.
Enforcement
Failure to meet either the qualitative or quantitative standard
will result in the student being placed on financial aid probation or warning until the next evaluation period. The student
still will be allowed to receive financial aid during the probation period.
A student whose academic record meets both standards at
the end of the probation period will have his or her academic
eligibility for future financial aid reinstated. If a student still
does not meet both standards, his or her eligibility for financial aid will be suspended.
A student whose aid eligibility has been suspended has 10
days to appeal the suspension in writing to the Financial
Aid Appeals Committee. The suspension may be appealed
based on undue hardship, such as student illness or injury
or the death of a relative. The student must show that the
hardship that created the poor academic performance has
been resolved and should not impede academic success in
the future. In some cases, supporting documentation may
also be required.

SNHU Student ID card
Each student will receive an SNHU Student ID card from their
center of record. Full-time day undergraduate students and
full-time graduate Manchester campus students will receive a
photo ID card. Continuing education evening and online students will receive a non-photo ID card. These cards are the
property of SNHU and must be forfeited upon request.
Student ID cards hold meal plan monies for on-campus students and Photo ID cards have a Penmen cash line on them
19

Southern New Hampshire University
for students to put money on to use in any food service location, all vending machines, all campus laundry locations and
the campus bookstore with more future locations to come
around campus such as Copies Plus and Postal services.
ID cards are also a form of access cards for resident students
on the Manchester campus. With a proximity system, the
student needs only to place his/her card in front of the lock
and the lock will open.
Due to the multiple monies and functions of these cards
there is a replacement fee if lost or stolen and when replaced
we shut off all access and functions of the lost or stolen card.

Academic Support Services
The university recognizes that effective teaching and personal development go hand-in-hand and therefore champions academic support services and student affairs as integral
parts of life in the university community.
To assist in the growth, development and academic success
of its students, Southern New Hampshire University has
established resources and services that enhance the learning environment and assist students in broadening their educational horizons.

economic development. The library serves as a depository
for federal documents, particularly those issued by the
departments of Commerce, Labor and Treasury.
The constantly expanding collection contains more than
103,000 paper and electronic books, 755 paper periodical
subscriptions, access to the contents of 37,300 proprietary
online journals, and 12,000 company financial and annual
reports. The microfiche collection includes more than
378,300 items.
The library online gateway can be accessed from the university Web pages at www.snhu.edu/library.asp. The online
catalog can be accessed globally. Networked members of the
community have access to more than 90 databases provided
by proprietary information providers.
Off-Campus Library Services (OCLS) links the research
needs of continuing education and SNHU Online students
with the resources and services of the library. OCLS can be
reached at the main campus by e-mail, phone and fax, and
can be found on the Web at the library home page.
Librarians constantly strive to expand the depth of the
library’s offerings and improve the ability of students and
faculty to access its total complement of resources, regardless of their geographic locations.
The Shapiro Library features:

Harry A. B. and
Gertrude C. Shapiro Library
The Harry A. B. and Gertrude C. Shapiro Library serves as
the primary information resource center for students, faculty
and staff at Southern New Hampshire University. Its mission is to support the curricula and the comprehensive intellectual climate at Southern New Hampshire University.
The library collections are developed to support the university’s business, liberal arts, education, and community economic development curricula at all levels. There are
extensive core holdings in management, administration,
finance, nonprofit management, international business and

Academic Support Services
• the Pantano Art Gallery spotlighting New England
artists.
A strong, dynamic bibliographic instruction/information
program provides orientation and training for all students.
Librarians design appropriate library instruction, electronic
information sessions and online tutorials. Emphasis is
placed on research strategies, database searching and engaging online tutorials. Classes are held in the library training
facility and may be introductory or tailored to specific subjects and disciplines.

Dorothy S. Rogers Career Development
Center
The Career Development Center assists students with life
and career planning during and after their university careers.
Career planning and development is critical for today’s university students, who will be seeking career opportunities in
an increasingly competitive job market. Career Development
Center services fall into two primary areas: career planning
and internships.

Career Planning
Because managing a career is a systematic process that
requires time and planning, the Career Development Center
offers a developmental plan for students. Making effective
career decisions requires careful self-assessment and investigation of opportunities available. The Career Development
Center’s professional staff offers workshops and one-on-one
counseling year-round.

Internships
Full-time students in many majors at Southern New
Hampshire University have the option of participating in
internships. This program supplies a limited number of credits toward degrees and integrates classroom study with
related on-the-job work experiences, some of which are paid
positions. For more information, contact your academic
advisor or a professional staff member in the Dorothy S.
Rogers Career Development Center in Exeter Hall, or call
603.645.9630.

Hampshire University intends to comply fully with Section
504 and with the Americans with Disabilities Act (ADA).
Southern New Hampshire University’s ADA/504 policy is
coordinated by the ADA/504 Compliance Committee, which
endeavors to ensure that reasonable accommodations are
made to provide program and physical access.

2. Self-Identification and Documentation of
Disabilities
While the university makes no pre-admission inquiry about
an applicant’s disability, such knowledge can often be helpful in the admission process. We recognize that to disclose
any disability is a personal choice which every applicant
may exercise. We respect that choice; however, we encourage applicants with hidden disabilities, such as learning disabilities, psychiatric disabilities, ADD/ADHD, or chronic
medical conditions, to self-disclose such conditions and provide us with all necessary data. It is only through self-disclosure that informed and fair decisions can be made by
both the student and the university regarding the suitability
of Southern New Hampshire University. This information is
also useful after the student is enrolled in helping the faculty
and staff provide the needed services or in referring students
for appropriate services. Accommodations can be made only
after the student provides the appropriate documentation.
Documentation guidelines are available from the Office of
Disability Services or online at www.snhu.edu/603.asp.

3. Academic Responsibility
While personal services and personal aides cannot be provided, reasonable accommodations will be arranged to aid a
student with a disability based on a plan to be developed by
the student and the appropriate disability specialist. Such
services may include priority registration, testing accommodations, technology and other reasonable classroom accommodations. In all instances, the classroom instructor is
responsible for facilitating the learning and examination
process (with assistance and advice from appropriate SNHU
Disability Support Services).

Audio Visual Center

The Office of Disability Services coordinates accommodations and services for students with documented disabilities.
The Office’s Disability Specialists work closely with faculty,
staff and the ADA/504 Compliance Committee to ensure that
reasonable accommodations are made to provide program
and facilities access to individuals with disabilities. For more
information go to http://www.snhu.edu/603.asp

A separate but functionally integrated wing of the library
contains the Audio Visual Center. The center includes a listening room where its library of DVDs, videotapes and audio
CDs can be reviewed by students and faculty. A recent edition is the non-linear edit room and recording space. A variety of A/V equipment is circulated from the center for
classroom instruction. Computer-edited videos, transparencies and presentations are produced by students and faculty
with assistance from audio-visual personnel.

Services To Students With Disabilities

Computing Resources

Office of Disability Services

1. Section 504 Compliance and ADA Compliance
Section 504 of the Rehabilitation Act of 1973 prohibits discrimination on the basis of disability in any program or
activity receiving federal assistance. Southern New

Southern New Hampshire University provides student computer laboratories at all campus locations. The computers at
these facilities contain a suite of software applications useful
for various educational pursuits. Each facility provides full
Internet access and print capabilities.
21

Southern New Hampshire University
All SNHU students receive e-mail addresses and all residence
hall rooms have high speed Internet connections (one connection per student). Every classroom at every campus location has wireless Internet access and many residence halls
also provide wireless Internet access. Resident students are
also provided cable TV service and (upon request) telephone
and voice-mail service.
The Department of Computing Resources also supports
PenPal, the system used by students to search and register
for courses, view grades, add/drop courses, and perform
other procedures. The Blackboard system is used for many
online and hybrid courses to manage and deliver coursework.
A student help desk is available that can assist with software-related issues with any computer. Additionally, the
help desk staff is certified to perform hardware repairs on
Dell computers.
Behind the scenes, the Department of Computing Resources
has over 70 servers installed to support the academic and
business operations of the university.

Personal Computer Software
Southern New Hampshire University licenses the use of
computer software from a variety of outside companies.
Southern New Hampshire University does not own this software or its related documentation and, unless authorized
by the software developer, does not have the right to reproduce it.
Southern New Hampshire University students learning of
any misuse of software or related documentation within the
university shall notify Southern New Hampshire University’s
Department of Computing Resources.
According to the U.S. Copyright Law, persons involved in the
illegal reproduction of software can be subject to civil damages of as much as $50,000 and criminal penalties, including
fines and imprisonment. Southern New Hampshire University does not condone the illegal duplication of software.
Southern New Hampshire University students who make,
acquire or use unauthorized copies of computer software
shall be disciplined as appropriate under the circumstances.
Such discipline may include dismissal from the university.

Network Acceptable Use Policy
Southern New Hampshire University encourages the use and
application of information technologies to support research,
instruction and student needs. Users of Southern New
Hampshire University equipment, software and computer
accounts are expected to follow acceptable standards of
ethics and conduct in their use of computing resources. All
Southern New Hampshire University faculty, students and
staff should be aware of the following acceptable use policy
requirements, which augment the existing Nearnet and NSF
acceptable use policies.

22

Definition: The Southern New Hampshire University network (SNHUnet) includes all computer and communication
hardware, software and accounts owned by Southern New
Hampshire University.
1. Every computer account issued by Southern New
Hampshire University remains the property of
Southern New Hampshire University. The person to
whom the account is issued is responsible for the
account and its use. This responsibility continues
until the person is no longer a student or employee of
Southern New Hampshire University, at which time
all rights and responsibilities regarding the account
are terminated. The individual must keep the account
secure by keeping the password secret, by changing
the password often and by reporting to the Department of Computing Resources when anyone else is
using the account without permission. Using another
person’s account or allowing someone else to use an
account makes both parties potentially liable to disciplinary action.
2. The use of SNHUnet is prohibited for:
• illegal purposes.
• transmitting threatening, obscene or harassing
materials.
• interfering with or disrupting network users, services or equipment (disruptions include, but are
not limited to, distribution of unsolicited advertising, propagation of computer viruses and using
the network to make unauthorized entry to any
other computers accessible via the network)
• profit-making from the selling of services and/or
the sale of network access.
• excessive private or personal business.
3. The following activities are specifically prohibited:
• tampering with Southern New Hampshire
University-owned computer or communication
hardware and software.
• defining and/or changing IP addresses on any
machine.
• intercepting or attempting to intercept e-mail and
file transfers.
• originating or attempting to originate mail from
someone else.
• attempting to log on to computers without an
account (other than using guest or anonymous
accounts).
4. Data within computer accounts issued by Southern
New Hampshire University are private. Access to data
within computer accounts issued by Southern New
Hampshire University without written permission of
the owner is prohibited. However, if there is probable
cause to believe such data files or programs contain
information relevant to a Southern New Hampshire
University business requirement or legal proceeding,

Academic Support Services
a person other than the authorized user may examine
such data files or programs. Permission for such
access would be granted by Southern New Hampshire
University’s Vice President of Operations. Access to
accounts and/or data by the Department of
Computing Resources for routine computer systems
maintenance work is permitted.
5. Backup copies of all data in Southern New
Hampshire University computer accounts are made
routinely to protect against loss of data. No exceptions can be granted.
6. Requests to waive some policies will be reviewed by
the director of the Department of Computing
Resources on an individual basis. Under no circumstances will a waiver be granted that violates state,
local or other laws.
7. Confirmed misuse of Southern New Hampshire
University’s computing resources may result in one or
more of the following punitive measures:
• loss of access to computer resources.
• required repayment of funds expended in unauthorized use.
• expulsion from the university.
• termination of employment.

tion of one level of instruction requires two terms/one
semester. At the end of each semester, students are given the
TOEFL exam, along with other tests, and are evaluated as to
their progress and readiness for movement to a higher level
of ESL instruction or for undergraduate/graduate coursework. Mandatory individual student-teacher conferences are
scheduled at mid-semester as well as at the end of each
semester. Graduate ESL students earn three credits per
semester (with a maximum of six credits), but this credit is
added onto the degree requirements.
The goal of the ESL Program is to equip international students with the linguistic, academic, and cultural skills that
will enable them to successfully enter and complete academic programs at Southern New Hampshire University or
other colleges and universities in the United States. Specially
trained and experienced faculty employ a variety of proven
instructional methods to meet individual student needs and
curricular goals, which include the development of academic
skills and language skills (listening, speaking, reading, writing, grammatical accuracy, and cultural awareness). Small
class size (limited to twelve students) and placement in
appropriate levels ensure individualized learning. Computerassisted instruction provided in a modern language lab complements classroom instruction. Advanced level students
may be permitted to take courses for degree credit in the
School of Professional and Continuing Education.

• legal action.
The prohibited uses as defined above may also violate state
and federal law; thus criminal penalties may also apply.

Institute for Language Education (ILE)
The Institute for Language Education, located in the School
of Liberal Arts, houses the English as a Second Language
(ESL) Program, undergraduate and graduate transitional
English programs, foreign languages, the Master of Science
in Teaching English as a Foreign Language Program (MSTEFL), and the NH Certification Program in Teaching English
to Speakers of Other Languages (ESOL). For information on
the MS-TEFL and ESOL Certification programs, please contact the Institute for Language Education at 603.668.2211,
ext. 3108.
ILE conducts English language proficiency assessment for
the university, advises other departments on the academic
and social needs of international students, and collaborates
with state and local groups and institutions to address the
English language needs of immigrants and refugees in southern New Hampshire.

English as a Second Language Program
(ESL)
The English as a Second Language (ESL) Program, more formally known as the Intensive English Program (IEP), is a
full-time program with eighteen hours of language instruction and guidance per week. Students are tested and
assigned to one of six levels of instruction. Typically, comple-

Field trips and access to community resources address students’ academic, career, and personal development needs.
The faculty believes that the uniqueness of its program lies
in the emphasis on close teacher-student relationships and
structured interaction with professionals who live and work
in the Manchester community.
For more specific information on the skills developed within
each level, refer to the ESL heading in the course description section of this catalog.

Requirements for Completion
It is difficult to predict how many semesters a student will
need to acquire fluency, to meet the English proficiency
requirements of Southern New Hampshire University, or to
pass the TOEFL exam. Students at the lowest levels must recognize that they may require up to three full semesters or
more before undertaking a full-time degree program.

Transitional Bridge Program
Conditionally accepted graduate school students who have
either completed the advanced level of ESL or have appropriate test scores, and who have been accepted into graduate
school, are placed into GLS 470 to GLS 472: Graduate
Language Studies. This series of three integrated courses prepares international students for the academic tasks required
in American university graduate coursework. For more specific information on the skills developed within each course,
refer to the GLS heading in the course description section of
the graduate catalog.
23

Mission
SNHU Online transforms lives through innovative and flexible learning opportunities for students around the world.
Responsive, knowledgeable service and proactive counsel
offers individualized, student-centered experiences. Students
can focus on advancing toward personal and professional
success in web-based degree programs that meet emerging
industry demands. They interact with talented and engaged
faculty who are able to convey their industry expertise by creating collaborative and media-rich learning experiences.
SNHU Online prepares students to get where they want to go.

SNHU Online

SNHU Online
Online classes allow students to break the bounds of time
and space associated with traditional classes. Communication, one of the many options provided by the Internet,
offers opportunities for meaningful interaction between faculty and students. Online classes also provide opportunities
for collaborative learning.
The program provides an environment for flexible learning
and teaching, where students may interact with experts in
their fields of study and draw upon resources from a global
environment. Classes also draw upon the experience and
knowledge of students, many of whom have a great deal of
real-life experience to add to a class.
The online program offers many advantages to students and
faculty. These courses are NOT open-entrance/open-exit or
traditional correspondence courses. Undergraduate courses
run for an eight week period the same as the School of
Professional and Continuing Education. Graduate courses
follow the 11 week graduate schedule. All courses are taught
by an experienced faculty member who has been trained to
engage students in an online environment.
Active and regular participation is required and assignments
are due each week, though students have flexibility within
each week to meet course requirements. The classes are limited in size, providing a special measure of faculty-student
interaction not found in most traditional classes. The average
faculty-student ratio is 1:15. While traditional materials such
as textbooks are required, the course is delivered largely
online through the Web based Blackboard™ course environment. Instructors and students interact with one another,
share resources and exchange documents through discussion boards and other electronic tools.
Students enrolling in online courses must have a computer
with the following minimum specifications: Windows XP
operating system, 233 MHZ processor; 2 GB of free disk
space; 256 MB memory; a 56K V.90 modem, cable modem or
DSL modem and Internet access through an Internet Service
Provider; Microsoft Office XP; Web browser software,
Internet Explorer or Netscape (versions will be specified for
students who enroll); and antivirus protection software.
Please note that there are additional technical requirements
for information technology (IT) majors—contact SNHU
Online for more information.
SNHU Online is a top provider of online courses and programs to active-duty members of the United States armed
forces, government service employees and dependents. Staff,
academic advisors and student services members are knowledgeable and experienced in working with these populations, and understand issues relating to government tuition
assistance and tuition reimbursement programs. Southern
New Hampshire University and its online program are SOC
(Serviceperson’s Opportunity College), SOCAD, SOCNAV,
and SOCCOAST approved and registered with the Defense
Activity for Non-Traditional Education Support (DANTES).

The university, through SNHU Online, is a preferred provider
of distance learning opportunities to sailors and soldiers
through the Navy College Program Distance College
Partnership (NCPDLP) and eArmy U.

School of
Business
Dean: Dr. Martin J. Bradley
Webster Hall
603.644.3153
Fax: 603.644.3150
Inquiries also may be directed
to the directors of the School of Professional
and Continuing Education centers.

Mission
The school develops and implements high-quality, innovative, leading-edge, competency-based business curricula that
meet the changing needs of students, business, government
and society.
Our faculty brings both theoretical and practical knowledge
into the learning environment, engages in scholarly activities and provides service to the community.
The school values its students, faculty and staff by establishing and maintaining a supportive environment that enables
creativity, innovation, open communication and mutual
respect.
The school recognizes that its student populations are diverse
and have a wide range of education needs, requiring that it
use different delivery mechanisms and locations and that
the faculty is responsible for the academic quality, integrity
and consistency of all School of Business offerings, including the School of Professional and Continuing Education and
SNHU Online.

Academic Programs-School of Business

School of Business Graduate Programs
Southern New Hampshire Universityâ&#x20AC;&#x2122;s School of Business is
widely regarded as a leader in preparing managers for the
business challenges they will confront in the ever-changing
global economy.
School of Business programs reflect the changing needs of
professionals and help them thrive in the domestic and international economies. We provide students with links to the
global business community and access to innovative learning systems and advanced technologies that showcase our
cutting-edge position in education.
Our educational approach and diverse student body provide
students with an international view that will enable them to
integrate business across cultures and markets. The curricula
provide students with varied perspectives on the myriad
forces that influence global and domestic marketplaces.
This global outlook is especially evident in our inventive
international business program, which is available at the
undergraduate, graduate and doctoral levels. The program
is recognized as an international leader and has been
awarded multiple grants that allowed for the creation of
extensive research and internship and travel opportunities
for students and faculty. Our D.B.A. in international business
trains highly qualified individuals for careers in research,
academia, consulting and multinational corporations.
The key to programs offered through the School of Business
is flexibility, allowing students to make their degree programs fit their educational and professional aspirations, as
well as their schedules. The university has long held to the
tenet that the changing needs of the marketplace and those
seeking professional degrees require a broad scope of
choices.
The School of Business offers master of business administration, master of science and certificate programs in many
business disciplines, including organizational leadership,
international business, finance, accounting, marketing,
information technology, sport administration, taxation and
others.
Students can tailor their M.B.A. degrees to include focuses in
marketing, international business or finance information
technology, to name a few options. Or they can choose to
combine a master of science degree with the M.B.A. program. M.B.A. and other business courses and electives may
also be taken through the SNHU Online program or at our
School of Professional and Continuing Education centers in
Maine and New Hampshire. These are just a few examples
of the choices available to our students.

in their careers. Many of the regionâ&#x20AC;&#x2122;s leading corporations
realize their employees will improve their skills and capacity for growth immediately by enrolling here and will underwrite tuition, fees and other expenses.
Graduates of our business programs have gone on to work
for such industry leaders as American Express, AT&T, CocaCola, General Electric, General Motors, IBM and Fidelity
Investments.

Guiding Principles
The School of Business is committed to a learning environment that encourages intellectual curiosity, ethical behavior,
creative and critical thinking and decision-making and prepares the student to be a partner in a lifelong learning
process.
The School of Business is committed to preparing students
for leadership in business, industry and the community
through development of business knowledge and skills,
social and ethical values and an international perspective.
The School of Business, as a learning institution, is committed to excellence in teaching, research and other professional
activities that lead to the intellectual development of the
school and the community.
The School of Business is committed to design, develop,
evaluate, implement and financially support programs and
activities that add value to the School of Business and the
academic experiences of the students.
The School of Business is committed to high-quality, innovative, competency-based educational programs that engage its
students as partners and active participants in the learning
process.
The School of Business is committed to establishing and
maintaining learning partnerships among faculty, students,
businesses and other educational and community organizations.
The School of Business is committed to an innovative curriculum that integrates cutting-edge technology to support
the educational mission and deliver a competitive professional education.
The School of Business respects and supports diversity in the
universityâ&#x20AC;&#x2122;s communities and beyond.
The School of Business is committed to creating an environment to foster scholarship leading to knowledge generation
and dissemination.
The School of Business is committed to a strategic management process.

Our business programs feature a clear blend of theory and
practice. Students not only master academic concepts and
theories, they learn how to use them immediately. For example, students learn to work in teams with diverse members,
just as they would in the business world. They often are
assigned work-based projects that they can use immediately
27

Southern New Hampshire University

Doctoral Program
Doctor of Business Administration (D.B.A) in
International Business
The D.B.A. in international business trains highly qualified
individuals for careers in academics, consulting environments and multinational corporations. Such positions
require a theoretical understanding of global business operations and a strong interest in applied research. The program
strives to meet the interests and needs of full- and part-time
students and is flexible enough to accommodate the professional life circumstances of the adult learner. The program
also is geared toward international students who are interested in teaching and researching in their own countries.
Program requirements for entering the dissertation stage:
1. Students must have completed course work equivalent to that required for the SNHU master of science
in international business degree program, or other
business field. Students with a master’s degree from
an institution other than SNHU must discuss their
academic and professional backgrounds with faculty
advisors to determine prerequisite course work.
2. Doctoral students must complete two advanced
research methods in international business courses,
INT880 Advanced Quantitative Analysis in
International Business I and INT881 Advanced
Quantitative Analysis in International Business II.
Required Doctoral Courses
Courses are 3 credits unless otherwise indicated.
INT
INT
INT
INT
INT
INT
INT

800
810
820
830
840
850
880

INT

881

Foreign Direct Investment
Privatization
Seminar in Multinational Finance
Theories of Globalization
Seminar in Multinational Marketing
Seminar in Global Business Strategy
Advanced Quantitative Analysis in
International Business I
Advanced Quantitative Analysis in
International Business II

3. Minor field of specialization: Students and faculty
mentors design a minor area of specialization that
must include at least four upper-level courses. These
could include such fields as finance, information technology, marketing, leadership, or business strategy.
4. Comprehensive examinations: Upon the completion
of all course work, doctoral students must sit for a
series of comprehensive examinations in international
business, research methodology and their minor
fields of specialization.

28

Dissertation Stage
Students enroll each term in the Doctoral Dissertation
Colloquium. The dissertation is based on a student’s research
and is expected to make a contribution to his or her field of
study. Each student is assigned a committee, which normally
is comprised of two faculty members from the international
business area, one from the second field of specialization and
one who specializes in research methodology.
Doctoral Colloquiums
Doctoral colloquiums provide a forum for students to discuss
their dissertation research and help monitor their progress in
completing their dissertations. Once a student completes
the research and the final draft and receives approval from
his or her dissertation committee chair, he or she will give an
oral presentation to the committee and any other interested
individuals. Students must receive approval from all members of their dissertation committees in order to successfully
complete the doctoral program.
For more information about the D.B.A. in international business, please contact:
Dr. Massood Samii, International Business Chair
Webster Hall
Southern New Hampshire University School of Business
2500 North River Road
Manchester, N.H. 03106-1045
603.644.3102 • Fax 603.644.3150
www.snhu.edu

School of Business Master Degree
Programs
Students may be admitted to a School of Business graduate
program under the following categories:
Unconditional acceptance in the Global M.B.A. program and
the M.S. programs in accounting, information technology,
finance, international business, marketing, organizational
leadership and sport administration requires that the student
has earned a U.S. or equivalent bachelor’s degree from an
accredited institution with a cumulative GPA of 2.75 or better. Student is subject to program availability at the time of
matriculation.
Provisional Admission may be granted to applicants with an
undergraduate GPA within the 2.25 to 2.74 range. Under
this status, a student is allowed to enroll in a maximum of
two graduate courses and must earn grades of “B” (3.0) or
better in both courses prior to matriculating into a graduate
program of choice. Student is subject to program availability
at the time of matriculation.
Course Work Only (CWO) Admission is granted to applicants
meeting other admissions criteria, but are missing GMAT; or
do not plan to matriculate into a graduate certificate or
degree program. Under this admission status, a student is
considered a non-matriculated student, and is limited to
enrollment in a maximum of six graduate credits (2 courses).

Academic Programs-School of Business
Application to School of Business Degree or Graduate
Certificate Programs
Applicants are required to submit the following materials:
• A completed School of Business application with $25
application fee.
• Official undergraduate transcripts from the institution
that awarded your degree. Note: In some cases transcripts from transfer institutions may also be needed.
• A copy of your personal resume or employment
history.
Application decisions are made on a rolling basis, with a
letter normally being sent to an applicant within four weeks
of the completion of their file.

Foundation Courses
Students who did not major in business at the undergraduate level, and/or did not earn grades of “C” or better (2.0 +)
in equivalent undergraduate course work, may be required
to satisfy foundational business course work in the areas of
Financial Reporting and Analysis (Accounting), Macroeconomics and Microeconomics, Mathematics and Statistics,
and Business Law
Requirement of this foundational business course work is
graduate degree specific. Specifically, the following depicts
the foundation requirements of each graduate degree program offered by the School of Business:

M.S. in Sport Management
Foundational Course Requirements
• Macroeconomics and Microeconomics
• Mathematics and Statistics
Students who have not satisfied the requirements listed
above may have to take foundation courses in business or
hospitality and tourism management
Note: The M.S. in International Business and the M.S. in
Information Technology do not have foundation course
requirements.

School of Business Graduate Certificate Programs
Students pursing graduate certificates only, may be required
to satisfy foundational business course work as specified by
each course required to complete the graduate certificate of
choice. Please refer to the official course descriptions listed
in this Graduate Catalog.

M.S. in Finance and M.S. in Accounting/Finance
Foundational Course Requirements
• Financial Reporting and Analysis
• Macroeconomics and Microeconomics
• Mathematics and Statistics*
* Note: Student must have earned a grade of “B” or better in undergraduate Statistics within the past 5 years
to meet foundational degree requirements for M.S. in
Finance.

The Global Master of Business Administration
Degree Program (Online/On Location)
Our take on the classic M.B.A. emphasizes the increasingly
global context of business, while developing the essential
quantitative decision-making and strategic thinking skills
necessary to successfully maneuver through the complexities and challenges inherent in the evolving corporate climate of today. Students entering our program with
business-oriented undergraduate majors will be able, within
the 42-credit program*, to further specialize their Global
M.B.A. program by choosing electives leading to a Graduate
Certificate. With a few additional courses* beyond those
required, students with non-business undergraduate degrees
may also specialize their Global M.B.A. degree with a graduate certificate. Students must complete a minimum of 14
courses (42 credits) to earn the Global M.B.A. degree.
* The specific number of courses needed to complete both
an M.B.A. degree and graduate certificate may vary based
on student’s undergraduate background.

29

Southern New Hampshire University
Required Courses
Courses are 3 credits unless otherwise indicated.
Foundation Courses: Students who have majored in business at an ACBSP or AACSB accredited institution at the
undergraduate level, are exempted* from this course work.
Non-business undergraduate majors take these courses,
and earn graduate credit.
MBA
MBA
MBA

501
502
503

Mathematics and Statistics for Business
Economics for Business
Financial Reporting and Analysis

Business Core I: Students may qualify for waivers** of this
course work. Each course waived in Business Core I may
be replaced by a graduate business course from a chosen
Graduate Certificate program.
ACC
MBA
OL
IT
MKT

Business Core II: To give our students a more focused educational experience, a global context is woven throughout
the Business Core II course work. Each course waived**
in Business Core II is replaced by a specified course determined by each department to continue the global theme.
ECO
FIN
QSO
QSO
INT
OL
MBA

Two Graduate Business Electives: Most students will take
a minimum of two business electives to complete the
Global M.B.A. program. All students may choose to focus
their elective choices and complete a graduate certificate in
addition to the Global M.B.A. degree.

tion of accounting theory. The M.S. in accounting requires a
minimum of 12 and a maximum of 17 graduate courses (3
credits each) as determined by a student’s undergraduate
background in business and undergraduate major. Students
with 6 or more college-level credits in the disciplines of
mathematics, economics, and accounting are exempt from
“Level I Courses.” Other courses are eligible for exemptions
or waivers if a student has an undergraduate major or concentration in accounting or accounting/finance. A list of
courses, including those eligible for exemption (followed by
an asterisk) or waivers, is presented below.
Courses are 3 credits unless otherwise indicated.
Level I Courses:
MBA
501
Math and Statistics for Business*
MBA
502
Economics for Business*
MBA
503
Financial Reporting & Analysis*
Major Courses:
ACC
550

ACC

610

ACC
ACC
ACC

620
630
640

ACC

670

ACC
ACC
MBA
TAX
TAX

690
700
610
650
655

* Exempted = Course(s) not required; and student does
not have to take a replacement course.
** Waived = Course(s) has been removed as requirement for the degree program; however, student must
take a replacement course(s).
Students may transfer a maximum of six graduate credits
earned at other institutions into their degree programs at
Southern New Hampshire University. Only three of the transferred credits may fulfill graduate certificate elective requirements.

Master of Science Degree in Accounting
(On Location)
The M.S. in accounting curriculum offers concentrated studies in accounting as preparation for academic qualifications
required for becoming a certified public accountant and for
a broader-based study of management related to the applica-

Financial Management
If waived—replace with another FIN
course
INT
600
Multinational Corporate Management
If waived—replace with another INT
course
QSO
510
Quantitative Analysis for Decision-Making
If waived – replace with another QSO
course
This M.S. in accounting meets the 150-credit-hour requirement adopted by most states for the Certified Public
Accountant (CPA) exam.
* Course is eligible for exemption

Academic Programs-School of Business

Master of Science Degree in Accounting/Finance
(Online/On Location)
The M.S. in Accounting/Finance is an inter-disciplinary
degree program intended to provide students with a blend of
knowledge and skills required of career professionals in
these highly complementary fields. The fourteen course program (beyond program prerequisites) requires a near equal
mix of accounting and finance coursework and prepares students for management positions in a wide range of organizations which require a working knowledge of budget analysis,
accounting theory, financial decision-making, and corporate
finance.

Master of Science Degree in Finance (On Location)
The M.S. program in finance is designed for professionals
seeking the tools and knowledge needed for effective business analysis, decision-making and management in a wide
variety of organizations, including non-financial corporations, banks, insurance companies, investment firms and
government units. NOTE: A maximum of one (1) course may
be exempted by students meeting the appropriate education
criteria. As required of all M.S. degree programs offered in
the School of Business, a minimum of twelve (12) courses
(36 credits) are required to complete the M.S. in Finance
degree. M.S. Finance students are required to fulfill the 36credit minimum by taking finance electives as needed.
Courses are 3 credits unless otherwise indicated.
Required Courses
ACC
500
Managerial Accounting
ECO
500
Managerial Economics
ECO
610
Fiscal and Monetary Policies and Practices
FIN
500
Financial Management

Master of Science Degree in Information
Technology* (On Location)
The M.S. in information technology program is designed for
students who wish to pursue careers in the analysis, design,
creation and management of information technology systems. The 12-course (36-credit) program will meet the needs
of students in IT-related occupations and those who wish to
move into the field from another career specialty.
Businesses today are looking for employees with capabilities
beyond traditional programming and IT expertise. People
who can bridge the communication gap between IT and
business are valuable but hard to find, and the demand for
this new breed of IT professional is growing. The U.S.
Bureau of Labor Statistics’ projection is that IT will add 1.15
million jobs by 2012, an annual growth rate of 3.1 percent,
compared to a projected overall U.S. job growth rate of 1.4
percent over that same period.The M.S. in IT prepares students for just these kinds of positions.
The IT faculty has extensive business experience and professional connections, has published fourteen books, holds
twenty-eight patents, publishes in the professional literature,
and serves in editorial positions for three scholarly journals.
Our students benefit by receiving leading edge knowledge
and skills in both the classroom and through internship and
job placements. Usually after one term of successful enrollment, qualified students are encouraged to apply for a limited number of Research Assistantships, Lab Assistantships,
and Scholarships.
The goals of the M.S. program in IT are to:
• establish a firm foundation in the theory and practice
of information technology systems analysis, design,
creation and management.
• expose students to the most current tools and
approaches.
• enable students to develop additional technical competency through internships and concentrated studies
within the curriculum.
In addition to the core requirements for the graduate M.S.
in IT program, the department encourages students to work
with advisors to shape their courses of study to fit their academic and professional interests.
31

Southern New Hampshire University
We provide a pool of electives and independent study
arrangements for the greatest flexibility in customizing each
student's curriculum. We encourage interdisciplinary studies.
Faculty advisors are available to guide and encourage students to actively participate in designing and customizing
their programs of study beyond the core courses by selecting
an integrated set of courses that match their interests.
Beyond the defined programs, topical seminars are offered
within the context of special topics courses and through
ongoing seminar programs on campus that facilitate the
introduction of emerging technology and other new topics.
Courses are 3 credits unless otherwise indicated.
Information Technology Core Courses
IT
501
Object Oriented Application
Development
IT
510
Advanced Computer Information Systems
IT
600
Operating Systems
IT
610
Object-Oriented Systems
IT
625
IT Project and Team Management
IT
630
Computer Simulation and Modeling
IT
640
Telecommunications and Networking
IT
650
Principles of Database Design
IT
700
IT Strategy and Policy
IT Elective
IT Elective
IT Elective
Note: Students who qualify to waive a required IT course in
the M.S. in Information Technology degree program are
required to replace the waived course with a graduate IT
elective.
* Notebook computers are required of all M.S. in information technology majors for use in graduate IT courses.

Master of Science Degree in International Business
(On Location)
The M.S. program in international business is designed to
prepare students for positions of leadership in the international operations of multinational corporations. The 12course (36-credit) program is designed to teach students how
to direct and manage businesses in a multinational environment with different political, economic, financial and regulatory systems.
Courses are 3 credits unless otherwise indicated.
Required Courses
INT
600
Multinational Corporate Management
INT
610
Multinational Corporate Environment
INT
620
Multinational Corporate Finance
INT
640
Multinational Market Strategies
INT
650
International Trade and Competitiveness
INT
660
International Negotiations
INT
700
Multinational Business Strategy
INT
750
Seminar in Multinational Business
MKT
500
Market Strategies
Select three of the following:

32

ACC
FIN

500
500

Managerial Accounting
Financial Management

INT

621

INT
INT

655
675

INT
INT

625
695

Advanced Multinational Financial
Management
Understanding Emerging Markets
International Corporate Governance and
Control
International Project Finance
Seminar in International Business and
Information Technology

Master of Science Degree in Marketing
(Online/On Location)
The Master of Science in Marketing curriculum includes an
in-depth program of marketing study, while at the same time
providing a broad range of elective courses that facilitate and
support studentsâ&#x20AC;&#x2122; success in the workplace. Marketing Core
Requirementss provide a general marketing context while
marketing elective offerings provide more detailed study of
specific areas within the marketing discipline. In addition,
involvement with a variety of other disciplines, such as
international business, information technology, sport management, is possible through related elective courses, allowing students to investigate and apply marketing theory and
perspective in specific areas of interest.
A minimum of twelve courses are required to complete the
M.S. in Marketing degree, including a minimum of 10
courses with an MKT designation. An example of the curriculum includes: Relationship Selling Strategies, Consumer
Behavior, Marketing Research, Multinational Marketing
Strategies, Ethical and Legal Issues in Marketing, and
Advertising Campaigns, to name a few.
Courses are 3 credits unless otherwise indicated.
Business Core Requirements (2 courses /6 credits)
MKT
500
Marketing Strategies
QSO
510
Quantitative Analysis for Decision-Making
Marketing Core Requirements
MKT
620
Consumer Behavior
MKT
630
Marketing Research
INT
640
Multinational Marketing Strategies
MKT
675
Ethical and Legal Issues in Marketing
Marketing Electives
(Choose 6 courses /18 credits â&#x20AC;&#x201C; minimum of 4 courses with
MKT prefix)
MKT
MKT
MKT
MKT

The M.S. in organizational leadership focuses on providing
students with the opportunity to develop skills in leadership,
communication, problem-solving and teamwork. These
skills are critical for successfully managing and leading
organizations in today’s chaotic environment. The 12-course
(36-credit) program is designed for both experienced professionals who are seeking to advance in their careers, and for
individuals with limited professional experience who are
seeking to develop skills that will prepare them to successfully manage and lead teams, departments, areas and organizations.

Select three graduate OL electives
Select four graduate business electives

Master of Science Degree in Operations and
Project Management (On Location)
The Master of Science in Operations and Project
Management (MSOPM) is a 36-credit program that gives students, the knowledge, skills, and education necessary to pursue or accelerate careers in Operations Management and
Project Management. This program provides a market-relevant combination of a comprehensive business education
with real-world applications.
Program Requirements
Courses are 3 credits unless otherwise indicated.
Required Courses
QSO
510
Quantitative Analysis for Decision-Making
QSO
600
Operations Management
QSO
640
Project Management*
QSO
680
Seminar in Project Management
QSO
690
Topics in Operations Management

QSO 640 can be substituted by QSO 645 Project
Management for PMP Certification

***MBA 710 Internship should be taken with a faculty
member from the Quantitative Studies and Operations
Management department.
**** A minimum of 21 credits in OPM degree program
must be satisfied by courses with QSO designation.

Master of Science Degree in Sport Management
(Online/On Location)
The growth of sports as a major industry has increased the
need and opportunities for well-trained professional managers. A well-rounded business education with a focus on
sport management skills is essential in this rapidly growing
field. The M.S. in sport management requires 14 courses
totaling 42 credits, and combines courses related to sport
management with the core courses from the global M.B.A.
program. Students will also participate in a supervised
internship program. This is a unique joint venture not found
in most sport management programs in the United States.
This program is one of 27 programs in the country, and one
of only two programs in New England to be approved by
the Sport Management Program Review Council.
Required Courses
Courses are 3 credits unless otherwise indicated.
OL
OL
SPT
SPT
SPT
SPT
SPT
SPT
SPT
SPT

Graduate certificates may be pursued as independent programs of graduate study by students who already possess
graduate business degrees and wish to enhance or update
their skills in specific business disciplines and by students
who hold bachelor degrees and have the necessary educational background and professional experience. M.B.A.
degrees and graduate certificates may be pursued concurrently. Courses successfully completed for a certificate program may later be applied to a graduate degree program.

Graduate Certificate in International Business and
Information Technology (On Location)
The International Business and Information Technology
Certificate (IB/IT) is designed to combine the principles of
International Business operations and knowledge about
Information Technology to enable global trade and operations. For those students who are pursuing an M.S. in
International Business, most of the International Business
courses that are required as part of the certificate are already
part of their degree. For those students, the additional
courses that will help them obtain the IB/IT Certificate are
courses in the IT area.

Select two of the following required courses:

Courses are 3 credits unless otherwise indicated.

OL
OL
OL

610
620
665

OL

675

For International Business Majors, the additional courses are:
INT
605
Introduction to International Business
and Information Technology
INT
695
Seminar in International Business and
Information Technology
IT
500
Information Technology

Labor Relations and Arbitration
Compensation and Benefits Management
Leading and Managing Not-for-Profit
Organizations
Leadership and Ethics

Academic Programs-School of Business
IT
IT
IT

550
641
647

Management of Information Technology
Telecommunications for Business
Web Site Construction and Management

For Information Technology majors, the additional courses
are:
INT
605
Introduction to International Business
and Information Technology
610
Multinational Corporate Environment
INT
INT
640
Multinational Market Strategies
INT
660
International Negotiations
695
Seminar in International Business and
INT
Information Technology
The courses common to both groups are the introduction
(INT 605) and the capstone (INT 695) to the IB/IT Certificate.
Those students who are earning an M.B.A., and are not
working toward an M.S. in either International Business or
Information Technology, must take all courses in order to
complete the certificate.
Students who are not in the M.B.A. program, and who fulfill the prerequisite Requirements for the courses, may earn
the IB/IT Certificate by completing all the courses above.
Graduate Certificate in International Finance
(On Location)
A joint program offered by the International Business and
Finance and Economics departments: the Graduate
Certificate in International finance is an inter-disciplinary
program intended to build upon the global context of our
Global MBA degree program.

Graduate Certificate in Operations Management
(Online/On Location)
Operations Management (OM) focuses on the effective management of resources and activities that produce or deliver
the goods and services in manufacturing and service organizations. This certificate program is designed to expose you
to OM concepts and techniques to effectively manage the
people, materials, equipment and processes that a business
needs to design, produce and deliver its goods and services.

Management Science
Applied Statistics for Managers
Management of Service Operations

QSO
620
Six Sigma Quality Management
QSO
630
Supply Chain Management**
IT
630
Computer Simulation and Modeling
MBA
710
Internship*
* MBA 710 Internship should be taken with a faculty from
the Quantitative Studies and Operations Management
department.
** QSO 630 Supply Chain Management can be substituted
by QSO 635 International Supply Chain Management.
Graduate Certificate in Project Management
(On Location)
Project Management knowledge and skills are highly sought
after by todayâ&#x20AC;&#x2122;s project-driven companies operating in the
global market. The Project Management body of knowledge,
tools and practices has grown over the years. This certificate program will prepare you to effectively manage the projects from start to finish. The certificate program will also
help you in preparing for the Project Management
Professional (PMP) certification.
Courses are 3 credits unless otherwise indicated.
Required Courses
QSO
640
Project Management*
QSO
680
Seminar in Project Management
Choose two from the following:
ACC
INT
OL
QSO
QSO
QSO
36

SNHU Center for Financial Studies
Issues of economics and finance affect everyone. The Center
for Financial Studies at Southern New Hampshire University
has adopted as its mission the promotion of economic and
financial literacy for everyone, from children in elementary
schools to adultsâ&#x20AC;&#x201D;a mission that sets the Center for
Financial Studies at SNHU apart from many other academic
trading rooms.
For the SNHU community, the Center provides a variety of
technology and access to financial data and new sources.
The Center supports students, faculty and staff of all academic disciplines in their academic and research efforts.
For the extended community, the Center provides a means of
obtaining economic/financial literacy that supports personal
and professional decision-making. For example, the Center
works with several organizations that are proponents of economic/financial literacy to support educators in their teaching efforts. The Center also provides a field trip destination
for area schools, offering a variety of programs about personal finance and investing topics.
The Center for Financial Studies serves as a bridge between
area high schools and area businesses by providing business,
finance and economics professionals, present and future,
with a forum for gaining and maintaining current knowledge
in their fields.

Academic Programs-School of Business
The Center simulates a Wall Street trading environment
with:
• an electronic stock ticker and two electronic databoards with streaming market data
• 30 workstations with two flat panel monitors each
• six additional workstations in an adjacent conference
room
• state-of-the-art AV equipment
• analytical and modeling software applications
• Bloomberg terminal access for market data
• three laser printers
• Internet access
Up-to-date information on programs and events at the Center
for Financial Studies can be found at the Center’s Web site:
www.snhu.edu/cfs.

SNHU Institute for Forensic Accounting
and Fraud Examination
Housed within the School of Business at Southern New
Hampshire University, the Institute for Forensic Accounting
and Fraud Examination has adopted as its mission to design
and deliver informational and educational experiences to
accounting and business professionals on matters of forensic
accounting and fraud examination. The institute’s Executive
Director is Dr. Richard O. Hanson. Dr. Hanson holds the CPA,
CMA and CFM professional certifications, and is a professor
of Accounting and Taxation at the university.
The goals of the Institute are:
• To offer a graduate certificate program in forensic
accounting and fraud examination
• To offer educational seminars and workshops to
accounting professionals in need of continuing education credits
• To host outstanding speakers and business roundtable
discussions on forensic accounting and fraud examination
• To conduct research in the field of forensic accounting and fraud examination for the purpose of publication and dissemination
The Institute is guided in its work by the Institute Advisory
Committee. This committee is composed of highly respected
and experienced professionals in the fields of accounting,
auditing, forensic accounting, information technology, law
and criminal justice. Faculty who teach in the programs
offered through the Institute are both highly skilled and
experienced in the fields of forensic accounting and fraud
examination.
For additional information or specific questions, please
call Dr. Richard Hanson at 603.644.3193 or e-mail to
r.hanson@snhu.edu.

Institute for International Business of
Southern New Hampshire University
Mission
The mission of the Institute for International Business (IIB)
is to offer the intellectual assets of the International Business
Department to the business community and other constituencies in the United States and abroad to create value
for our institution, faculty, students, and the business community at large. The IIB will primarily focus on programs
and services that will eventually contribute to the global
competitiveness of its constituencies at all levels and generate revenue for SNHU.

Objective
The overall objective of the Institute for International
Business is to be the arm of International Business department to fill the gap between academic education and
research, and its application. Much of the research and
courses being taught in the International Business
Department of Southern New Hampshire University focuses
on the development and application of theoretical concepts
with an academic focus. The Institute will attempt to bring
together the academic strength of the IB department, and the
research and training needs of the business community, both
in the United States and overseas.
1. Research Objective
The International Business Department has accumulated
considerable research capabilities as part of being a research
oriented department to service the doctoral students. The
numerous publications by faculty and doctoral students
show the depth of the research capacity of the department.
In addition, we have built research infrastructure, including
the International Business Modeling Laboratory (IBML),
numerous databases, and advanced software which is
unique in the region. We believe that these assets could be
a valuable resource for the business community and other
interested organizations. In addressing long term and fundamental business issues, it would also be a vehicle in making research to our faculty and doctoral students more
relevant.
2. Training Objective
Executive training in specialized topics has emerged as an
important area of contribution by universities to executive
development. In the area of International Business, a number of such specialized training and non-credit courses can
be identified. The Institute for International Business at
SNHU would offer short non-credit courses for executives.
These courses will also be offered overseas for executives in
other countries.
3. Speaker Series and Conferences
The Institute hosts conferences and speaker series throughout the year to encourage interaction between academia and
the business community with a focus on global business
issues.

37

Southern New Hampshire University

Partners
• New Hampshire Governor Office of International
Commerce
• New Hampshire International Trade Association
• U.S. Department of Education Title VI B
• International Business Modeling Lab: IBML

Delta Mu Delta Honor Society
The Southern New Hampshire University business master’s
degree honor society is the Gamma Nu chapter of Delta Mu
Delta, a national honorary society in business administration. Its purpose is to promote and recognize higher scholarship in training for business and to reward scholastic
achievement in business subjects.
Students of good character enrolled in day or evening business-related majors and studying for master’s degrees are eligible for membership. A candidate must have completed at
least one half of the credits required for his or her master’s
degree, possess a cumulative grade point average of 3.6 or
higher and reside in the top 20% of his or her respective
class.

Research Paper Citation Guidelines
The School of Business recognizes the American Psychological Association (APA) citation guidelines as the standard to
be used in all business courses.

Mission
To be a global leader in advancing the creation of just
economies and sustainable communities by:
• Educating and training community leaders,
• Conducting applied research, and
• Developing and promoting innovative CED policies and
practices.

Southern New Hampshire University

School of Community Economic
Development Graduate Programs
The School of Community Economic Development at
Southern New Hampshire University advocates community
development as a strategy for addressing economic problems
in communities and societies faced with changing business,
social and personal needs. Such development calls for social
and economic activities and programs that promote total
community benefit rather than individual financial gain.
Southern New Hampshire University’s School of Community
Economic Development was a pioneer in the field when it
began offering academic programs in 1982 and remains at
the forefront of the field in the creation of innovative educational and training initiatives in the United States and internationally.
Through the work of our faculty, staff, alumni and students,
we have developed an effective educational program based on
a peer-learning model that provides practitioners, policymakers and researchers with the necessary skills to make their
projects successful. Our students and alumni are often the
leading force behind important community initiatives. With
over 1,200 graduates, the School has been instrumental in
helping to affect change in marginalized communities across
the nation and in developing countries around the world.
We offer five graduate degrees: Master of Science in National
CED (NCED) and International CED (ICED), Master of Arts
in CED Policy, Master of Business Administration in CED and
Doctor of Philosophy in CED. A variety of short-term institutes, graduate certificate programs are offered throughout
the year. The School’s courses and institutes are taught by
faculty with extensive experience in the field and in the
classroom. The programs emphasize a learner centered
approach that encourages active participation and enlists the
experiences of students. Policy and research work at the
School is organized under several centers.
The School maintains strategic partnerships with likeminded organizations including the Peace Corps. The Peace
Corps Master’s International and
Fellow/USA programs at the
School combine interdisciplinary
coursework with Peace Corps
service. The programs equip participants with skills designed for
professional practice in developing
countries or with disenfranchised
communities in the United States.
The Master’s International program is available to SCED students
before going to their Peace Corps
assignment. The Fellows/USA program is available to Returned
Peace Corps Volunteers (RPCVs).
Students nominated for Peace
Corps service and RPCVs are given
40

special consideration for admission and scholarships.
For more information on the Peace Corps visit
www.peacecorps.gov/gradschool.

Doctoral Program
Doctor of Philosophy (Ph.D.) in Community
Economic Development
The Ph.D. program is anchored on the disciplinary foundations of Community Economic Development. It responds to
the needs of the field for a diverse group of CED professionals by preparing them for teaching, policy and management,
and research-based careers in government, higher education and the nonprofit sector. Students in the Ph.D. program
develop knowledge and skills to promote action-oriented
research intended to help shape policies at the local,
regional, national and international levels.
Ph.D. students attend classes 5 days per month, while retaining their professional jobs. This extended weekend format
meets five times per semester. Between class weekends students participate in discussions and exchange assignments
in an Internet-based distance-learning environment. All students are required to participate in an Apprenticeship
Program their first two years, wherein they receive appointments to the School’s Applied Research Center and work
with faculty as teaching and research assistants. Upon completion of the Apprenticeship Program (years 3 and 4) students may teach in the masters programs as adjunct faculty
and work in funded research projects.
Doctoral students are required to have a Master’s degree
from an accredited institution with a GPA of 3.5 or higher,
and 5 years professional experience. Students must complete
54 credit hours of coursework, comprehensive exams, prepare a dissertation proposal, and complete a dissertation
based on original research. Coursework is designed to take
three years or less, followed by a dissertation. Research
methods courses CED 801, CED 802, CED 804, and CED 893
each include required labs covering relevant statistics and
analysis using SPSS.

Master of Science in Community Economic
Development
National CED Weekend Program
Designed for the North American practitioner, the Master of
Science in National Community Economic Development
(NCED) is an applied, 20-month weekend program that
offers a unique opportunity for individuals seeking an
advanced degree in CED while continuing to work. Classes
meet for one full weekend each month, usually Friday,
Saturday and Sunday, over four semesters (no summer
term). An orientation at the beginning of the program and
some elective classes are conducted on weekdays adjacent to
class weekend.
Each student in this program designs a project for implementation in his or her home community. This project is carried
on throughout the program’s four terms. Students meet with
project focus groups during class weekends for input, feedback and support, and stay in contact in between class
weekends through Internet discussion groups. The M.S. in
National CED requires completion of 39 credits and a 3.0
cumulative grade point average. The NCED Masters offers
eight specializations:
• Affordable Housing
• Development Finance
• Community Building & Organizing
• International Microenterprise Development
• Construction & Production Management
• Neighborhood Revitalization
• Credit Unions & Cooperatives
The School is the university partner of NeighborWorks
America’s National Training Institute—the largest CED training program in the nation. The School offers NW America
members access to graduate-level credentials, and our students access to national training conferences at rates equal
to network members.

Practicum
Students engage in a 4-semester teaching and research
Apprenticeship Program at the Applied Research Center
where they are assigned supervised TA and RA duties.
Afterwards, students may teach as paid Adjunct Faculty and
engage in funded research as Research Associates.

ICED Program offered in Manchester, NH
and the Philippines
Master of Science in International Community
Economic Development
International CED Program
(Monthly format, summer intensive format)
The Master of Science in International Community Economic
Development (ICED) is a 39-credit program. Students are
required to have two years of experience living or working in
a developing country. The program is designed to offer practical skills for planning and managing sustainable community-based international development projects. It attracts
persons working or seeking careers in government, business
or nonprofit/non-governmental organizations (NGOs).
Students are required to plan and implement a project on
community development as part of their program.
ICED students often choose to take the Microenterprise
Development Institute for two to three weeks in the summer for credit as a specialization. ICED students are eligible
for other specializations and certificates.
The School runs an ICED Master’s program in Tanzania,
Africa, in collaboration with the Open University of
Tanzania.

Summer-Intensive Master of Science in CED
The School of CED’s fully accredited 13 month intensive
master’s degree program requires that students spend only
two seven-week summer sessions in class in the United
States. Between summers they take courses online and carry
out a project back in the field in their home communities.
The flexible program retains the school’s internationally recognized quality curriculum and is intended for development
practitioners. An option for specialization in microenterprise development is available.
The features of the Summer Intensive Program (SIP) are:
• Two seven-week, in-class summer sessions at SNHU
with colleagues from around the globe.
• Continuous online support as students continue their
course work in the field.
• An opportunity for students to specialize in microenterprise development by courses offered during the
annual Microenterprise & Development Institute held
at SNHU each summer (www.mdi-nh.org)
Required Courses
Courses are 3 credits unless otherwise indicated.
CED
CED
CED
CED
CED
CED

PCED Program
Master of Arts in Community Economic
Development Policy
The School offers a Master of Arts in Community Economic
Development Policy (PCED). This is an advanced practitioner program intended to respond to the need of senior
CED professionals for a policy focus and a shorter study
period than that offered at the doctoral level. The focus is
on skills. Half the courses are in the doctoral program, and
the rest are policy courses in the National or International
programs.
The M.A. and Ph.D. programs are managed under the doctoral admissions committee. A student applying to the M.A.
program needs a bachelorâ&#x20AC;&#x2122;s degree from an accredited institution in a relevant field with a GPA of 3.5 or higher and
five years of experience.
Candidates for the M.A. in CED Policy must complete 36
credit hours of coursework that includes required doctorallevel courses, and a combination of policy courses offered
in the graduate programs. A supervised Policy Paper for
three credits acts as a thesis. Doctoral students completing
36 credit hours of doctoral coursework are eligible to receive
the M.A. degree. An M.S./M.A. dual program is available.
800 level (doctoral) courses taken within the M.A. may be
applied towards the Ph.D. degree, if a student is subsequently admitted to the doctoral program.
Required Courses
Courses are 3 credits unless otherwise indicated.
CED
CED
CED
CED

Urban Development Theory
Seminar in CED
Institutional Transformation of
Development Organizations
Nonprofit Management
Civil Society, Social Capital and
Participation
Advanced Financial Analysis for CED
Advanced Nonprofit Management
Globalization, States and the Community
Independent Study
Sustainable Responses to Environmental
Problems
Housing and Land Use
Development Finance
Cooperative Development
Gender Issues in CED
Microenterprise Development
Principles and Practices of Development
Economics for CED
Economics and Development
Development as a Tool for Conflict
Resolution

CED
CED
CED

400
701
702

CED

702A

CED

703

CED
CED

704
705

CED

707A

CED

707B

CED

709

CED
CED

732
733

Master of Business Administration in Community
Economic Development (Advanced Practitioner
Program)

CED
CED
CED

734
735
860

The Master of Business Administration in Community
Economic Development is an Advanced Practitioner Program
created in response to increasingly rigorous expectations for
management practices in CED organizations. Unlike the
Master of Science programs, which focus on project management, the MBA is concerned with organizational management. The emphasis is on analytical and practical skills for
senior managers.

CED
CED
CED
CED

861
862
864
865

ICD
ICD
ICD
ICD
ICD
ICD
ICD
ICD
ICD

507
508
512
514
522
533
535
536
721

The program may be especially useful for CED practitioners
who have risen to become organizational managers without
substantial academic preparation in management. The program is focused on managing CED organizations, which are
often (though not always) non-profit and generally employ a
double (financial and social) or triple (financial, social and
environmental) bottom line. (Students seeking a more general MBA program should apply to the Global MBA program
in the School of Business.)
Applicants to the MBA in CED program need a bachelor’s
degree from an accredited institution and at least 5 years of
progressively responsible management experience. Candidates for the MBA in CED must complete 44 credits of prescribed coursework, including five doctoral-level courses.
Students with little or no accounting background also take a
course in basic accounting. There are no elective courses.
First-year courses are offered in the School’s usual “class
weekend” format. The entire second-year curriculum is
offered online, affording substantial savings on travel and
lodging.
44

Centers and Roundtables
The School organizes its policy and research activities under
several centers.
Applied Research Center in CED (ARC): ARC engages in
research grounded in professional practice. It supports community action, and seeks to advance the body of knowledge
in CED through scholarship, research and publications
aimed at the continuing growth of CED professionals. ARC
acts as an umbrella within the university for interdisciplinary
applied research by collaborating faculty from different
schools, and as the research training arm of the School of
CED. The Center sponsors a monthly Colloquium Series that
hosts authors, researchers and policy makers, and is open to
the SNHU community; ARC publications are managed by the
Community Economic Development Press. Contact Dr. Yoel
Camayd-Freixas, Director, at arc@snhu.edu. ARC is supported by the Ford Foundation, and offers research services
in the following areas:
• surveys & polls
• program review & evaluation
• case studies & best practices
• strategic planning & organizational analysis

Academic Programs-School of Community Economic Development
• financial analysis
• analytical focus groups
• policy research
• demographic analysis & mapping
Center for Community Economic Development (CCED):
A center of practice in CED, CCED engages faculty and graduate students in affordable and at times pro bono consulting services. In 2003 CCED consultants developed a new
community development corporation, conducted a quantitative analysis of a CBO planning to transition into a community developer, and supported master planning in a local
community. Contact Dr. Michael Swack, President, at
m.swack@snhu.edu.
Center for Community Economic Development &
Disability (CCEDD): CCEDD seeks to facilitate leveraging
CED resources, infrastructure, techniques and expertise in
the service of people with disabilities. It is a new interface
between the fields of disability and CED, sponsored by the
School in collaboration with the University of New
Hampshire Institute on Disability-University Center for
Excellence and Disability. Contact Tobey Davies, Director, at
603.644.3159, TTY: 603.644.4148, or t.davies@snhu.edu.
CCEDD provides support in the following areas:
• Planning
• Policy analysis
• Job, business & asset development
• Affordable & mixed use housing
• Strategic planning
• Applied research & best practice methods
• Training
• Technical assistance
The Financial Innovations Roundtable (FIR). FIR develops
ideas that link conventional and nontraditional lenders,
investors and markets to provide increased access to capital
and financial services in low-income communities. Members
of the Roundtable include representatives from banks,
investment firms, community development financial institutions, foundations and academic institutions. The goal of the
Roundtable is to promote the development of joint programs,
tools and approaches to financing development in lowincome communities. FIR is sponsored by Fannie Mae
Foundation. Contact Dr. Michael Swack at 603.644.3135 or
m.swack@snhu.edu.

Professional Training Institutes

School of CED program to be offered completely online. It
provides a unique opportunity for busy microfinance practitioners who cannot leave their communities but still wish to
acquire new skill sets and earn academic credit. A student
who completes this program can earn either a certificate of
participation or a graduate certificate. Students may also
transfer credits into the international CED master’s program.
Each 11-week online course is taught by experts in the field.
Microenterprise and Development Institute In NH
(MDI-NH). Contact: William Maddocks, Director at
w.maddocks@snhu.edu or go to the MDI-NH Web site at:
www.mdi-nh.org
Microenterprise development practitioners come to SNHU
each year for an intensive, three-week exploration of innovative strategies for integrating microfinance with social development programs and building the financial and social
capital of marginalized communities. Participants come from
around the world to learn about current methodologies from
recognized microfinance experts. They have an opportunity
to meet with guest speakers, fellow practitioners and instructors in a relaxed New England atmosphere. MDI is sponsored
by international development organizations that have participated in the MDI-NH. They include CARE, Catholic Relief
Services, Childreach/Plan International, Christian Children’s
Fund, Enterprise Development International, FINCA, Freedom
From Hunger, Heifer Project, Hope International, IDEA’s,
Katalysis, MicroCredit Summit, Opportunity International,
Save the Children, Trickle Up, World Education, World Relief,
and World Vision.
MDI-NH Optional Academic Credits & Fees
Participants attending the MDI-NH may take Institute classes
for academic credit and earn up to six credits towards a 39
credit International Master’s Degree in Community
Economic Development. An additional fee of $200 for three
academic credits and $400 for six academic credits will
apply. If you are interested in the Summer Intensive Program
(SIP) in International CED and want to earn the masters
degree at SNHU in the flexible SIP model, contact the SCED
admissions office or call 603.644.3103. For in-depth information on the summer intensive masters program see the
program listing in this catalog.
Microenterprise and Development Institute In South
Africa (MDC-SA) Contact: William Maddocks, Director at:
w.maddocks@snhu.edu or go to the MDC-SA Web site at:
www.mdi-sa.org
Our Microenterprise Development Certificate Program is
offered annually in Polokwane City, Limpopo Province, in
collaboration with South Africa’s University of Limpopo.

Certificate Programs
The School of CED offers short-term training institutes each
year. Students may attend one or more of the institutes for
academic credit or certificates of participation.
Graduate Certificate in Microfinance Management. The
graduate certificate in microfinance management is the first

Admissions
Program applications can be completed online or downloaded and printed at www.snhu.edu/Southern_New_
Hampshire_University/Academics/CED/Academic_Program
s.html. Information about programs, application require45

Southern New Hampshire University
ments, costs, scholarships, and assistance with the application process can be obtained by contacting the School’s
admissions office at 603.644.3123, at ced@snhu.edu, or by
writing to:
Admissions
School of Community Economic Development
Southern New Hampshire University
2500 North River Rd.
Manchester, NH 03106
Applicants for a master’s degree are required to have a bachelor’s degree from an accredited institution, experience in
the field, completed application forms, transcripts, letters of
reference, personal statement, fees, and a faculty interview.
The interview may be scheduled by telephone for applicants
outside the New Hampshire/Massachusetts area. Applicants
to the doctoral program are required to have a master’s
degree from an accredited institution; students without a
master’s degree should apply to the M.A. program.

46

International students are also required to complete a SNHU
international application form, submit official embossed
transcripts of post-secondary academic grades and degrees
(translated into English), certified certificates and diplomas
(with English translations), and proof of English proficiency.
All students whose primary language is not English are
required to submit scores on the Test of English as a Foreign
Language (TOEFL) of 550 or higher; a score of 600 is preferred for doctoral applicants. The SNHU TOEFL code number is 3649.
The School of Community Economic Development accepts
into the M.S. programs a limited number of students who
have not completed a bachelor’s degree yet show exceptional promise. These applicants must go through a more
extensive waiver application process that requires them to
demonstrate the ability to work at the graduate level. If
admitted, these students must earn a 3.0 GPA in their first
term in order to remain in the program. Waiver inquiries and
applications should be addressed to the SCED admissions
office, 603.644.3103.

Mission
Southern New Hampshire University is committed to preparing practioners to provide quality education for all students
and to sustain meaningful professional growth. Graduates
possess the breadth of academic knowledge and the dedication to excellence necessary to meet the changing needs of
children, families, community, students, schools, and educational policy. Our programs provide a foundation for a
rewarding career and a lifelong devotion to learning.
Teacher Education Programs at Southern New Hampshire
University emphasize practitioner-oriented curricula that
connect education theory to classroom practice. We believe
that todayâ&#x20AC;&#x2122;s educators, through reflective practice, must be
prepared (a) to integrate innovative resources and technology
with time-tested approaches; (b) to understand how students
with special needs and diverse backgrounds enrich schools
and how to support their learning; (c) to link assessment to
instruction as a tool to understand studentâ&#x20AC;&#x2122;s learning, guide
lesson planning, and evaluate progress; and (d) to use curriculum standards and frameworks as criterion to plan
instruction and measure achievement.
Our education faculty believes that successful educators draw
on strong values and principles in professional practice,
change and growth. To help each student define a personal
philosophy of education, our programs provide theoretical,
practical, and research-based foundations along with the
opportunity for personal reflection.

Southern New Hampshire University

School of Education Graduate Programs
All School of Education students are required to use
ePortfolio. Please reference the Graduate Student Handbook
for details.
Graduate programs in the School of Education, at Southern
New Hampshire University, are a growing area with a
diverse array of programs.
The programs provide opportunities for professional growth
necessary for teachers and educational administrators in
today’s society. It is our aim to have graduates possess the
qualities of mind and character that will make them role
models and mentors for their students and their profession.
We expect our graduates to demonstrate a commitment to
excellence by raising standards and by improving practices
in educational institutions and environments.
Master of Education in:
• Child Development
• Curriculum and Instruction

• Three professional recommendation forms with original signatures, submitted in a sealed envelope with
the original signature over the seal of the envelope.
• Official transcripts from all institutions attended,
including current institution(s), in sealed envelopes.
• Official passing results of PRAXIS I submitted directly
to Southern New Hampshire University by the testing
company. Applicants holding initial certification or an
existing graduate degree are exempt from this requirement. Students must make their own arrangements to
take PRAXIS I or TOEFL.
• Copy of current teacher certification, if applicable.
Standardized Admission Tests
Applicants for a certification program are required to pass
PRAXIS I. The primary purpose of this test is to provide
information to support the application for admission for
graduate study.
Southern New Hampshire University will accept results for
exams that were completed within the past five years.

• Elementary Education
• Elementary Education with General Special Education

Students wishing to take the PRAXIS I or TOEFL must make
their own arrangements.

Programs Leading to New Hampshire
State Certification
Master of Education Degrees
Programs Leading to Initial Certification
The Master of Education in early childhood, elementary or
secondary education has been created for college graduates
with a degree in another discipline who wish to become certified teachers. Graduates earn a master’s degree (minimum
39 semester hours) and teaching certification in early childhood education, elementary education, or secondary education. The curriculum has been designed to allow for
concurrent study leading to general special education certification for grades K–12 (refer to General Special Education
Certification section).
In addition to the M.Ed./M.S. requirements, students in the
initial certification programs are required to complete undergraduate distribution coursework as outlined by New
Hampshire state teacher certification standards (ED 609).
Prior to acceptance to a program, a candidate’s undergraduate transcripts are evaluated to determine if any of these general education standards are unmet. Students are informed
of any unmet standards in their acceptance letter. Students
must fulfill unmet standards as they move through their program as the ED 609 requirements are prerequisites for graduate education coursework.

Academic Programs-School of Education
The initial certification masters programs culminate in a 16week student teaching practicum and corresponding seminar, EDU 571. This valuable experience requires that
potential educators intern full-time under the direct supervision of a cooperating teacher. During this placement, the student teacher gradually takes on the role of the classroom
teacher. Students apply to the student teaching program one
year before their placement begins. All other coursework
must be complete prior to beginning the student teaching
placement.
Candidates for New Hampshire State teacher certification
must pass the PRAXIS I before gaining full acceptance into
the M.Ed. program. Students must also pass the Praxis II in
their chosen subject area prior to their placement request for
student teaching.

Certification Program Requirements
Child Development with Early Childhood
Education – Certification N-3
The early childhood program is designed for professional
practitioners working in education, policy, administration
and research. This program leads to New Hampshire teacher
certification in infants through grade 3. M.Ed. candidates in
early childhood education must complete the following specialized courses:
Courses are 3 credits unless otherwise indicated.
DEV

560

Family and Culture

DEV

565

Play

DEV
EDU

601
503

or
Child Assessment
Methods of Teaching Elementary
Mathematics
EDU
520
Introduction to Research
EDU
521
Exploring Principles of Education
EDU
533
Learning Through Technology
EDU
551
Integrated Elementary Curriculum,
Instruction and Assessment K-4
EDU
571
Student Teaching (6 credits)
PSY
521
Educational Psychology
RDG
503
Emergent and Early Literacy
Development
RDG
531
Literature for Children and Young Adults
SPED
501
Exceptional Child
Field Experiences Early and varied field experience hours
are embedded in courses. See course
descriptions for specifics. Twenty to 30
hours are student-selected, School of
Education approved.
Exit Evaluation Thesis, comprehensive examination, or
completion of ePortfolio under the direction of the Seminar Instructor.

Secondary Education – Certification 5-12
Secondary certification for grades 5–12 is available in English
or Social Studies Education. Students are required to complete an undergraduate major in their area of specialization or
the equivalent coursework. M.Ed. candidates in secondary
education must complete the following specialized courses:
Courses are 3 credits unless otherwise indicated:
EDU
EDU
EDU
EDU

Thesis, comprehensive examination, or
completion of ePortfolio under the direction of the Seminar Instructor.

Select one of the following according to subject area:
EDU

560

Methods of Teaching English in Middle
and High Schools

565

Methods of Teaching Social Studies in
Middle and High Schools

or
EDU

Master of Science Degree in Business Education
The M.S. in business education (36 credits) provides business
educators with advanced professional knowledge and skills.
There are two distinct tracks to this program: one track for
the educator seeking secondary education certification
required to teach business or marketing in the public high
school (grades 5-12) system, and a second, less specific track
designed to train college-level teachers and corporate trainers.
When combined with a graduate certificate, specializations in
training and development, computer technology education
and school business administration are available.

2. Successfully pass the PRAXIS I Pre-Professional Skills
Test, prior to enrollment in MBE 700 (Student
Teaching).
3. Meet other competencies as determined by the school.

General Special Education –
Certification K-12
Certification in General Special Education K–12 may be
added to the early childhood, elementary or secondary certification programs. The following additional courses are
required for certification in general special education.
Courses are 3 credits unless otherwise indicated.
SPED
SPED
SPED

501
521
525

SPED

561

Required Courses
Courses are 3 credits unless otherwise indicated.

SPED

571

EDU

Conversion Programs

520

Introduction to Educational Research

500
600
610
620
640
641
685

Research Methods in Business
Current Literature
Improvement of Instruction
Curriculum Development
Technology for Teachers I
Technology for Teachers II
Globalization of Education

or
MBA
MBE
MBE
MBE
MBE
MBE
MBE

Additional Courses Required for the
Non-certification Track
Two graduate business electives (non-education)
Two graduate M.B.E. electives
One additional M.B.E. or business elective
Additional Courses Required for the Certification Track
Two graduate, M.B.E. or education electives
MBE
650
Work-based Learning and Student
Organizations
MBE
700
Student Teaching (6 credits)
Field Experiences Early and varied field experience hours
are embedded in courses. See course
descriptions for specifics. Twenty to 30
hours are student-selected, School of
Education approved.
Area of Certification
Comprehensive Business Education
To be recommended for certification by the state of New
Hampshire in this area, a student must successfully complete the basic M.S. in business education certification track
and:
50

1. Document at least 2,000 hours of past work experience in the field of certification.

The Exceptional Child and Adolescent
Behavior Management
Curriculum Integration for Students with
Exceptionalities
IEP: Assessment, Consultation and
Collaboration
Special Education Student Teaching and
Seminar

These programs are designed for college graduates seeking
teaching certification. The student completes only the
courses needed to fulfill the New Hampshire State Standards
for teacher certification. The number of credits required for
certification varies according to the applicant’s background.
The program does not lead to a degree.

Elementary Education
This program leads to New Hampshire elementary teacher
certification for grades K-8. The student completes only the
courses that are required to meet the standards for elementary certification. The total number of credits required for
certification varies according to the student’s background.
Students do not earn a degree.

Secondary Education
This program leads to New Hampshire secondary certification as English, social studies, or business teachers for
grades 5-12. Admission requires an undergraduate contentarea major in the field of certification. The student completes
only the courses that are required to meet the standards for
secondary teacher certification. The total number of credits
for certification varies according to the student’s background. Students do not earn a degree.

Additional Certification for Certified
Teachers
Certification programs in general special education and
ESOL are designed for certified elementary or secondary
teachers who wish to add another area of certification. The
certification requirements can be completed as a prescribed

Academic Programs-School of Education
sequence of courses or as part of the M.Ed. in Curriculum
and Instruction, or the M.S. in Business Education.

Business electives Select two business electives with
Advisor
Exit Evaluation Thesis or comprehensive examination

General Special Education
Certification in general special education prepares teachers
to work with special needs children, K-12. With this credential educators are qualified to teach in a resource room
and/or support the learning of special needs students within
the inclusive classroom.

English for Speakers of Other Languages (ESOL)
With certification in ESOL, teachers are qualified to teach
ESOL in K-12 self-contained classrooms and pull-out/pushin programs. This credential also provides mainstream teachers with the knowledge to support English language learners
(ELLs) in mainstream classes. ESOL certification may be
obtained independently or as part of the Master’s Degree in
Teaching English as a Foreign Language (MS-TEFL).

Curriculum and Instruction
The program in curriculum and instruction is designed for
the certified elementary or secondary teacher who seeks an
in-depth study of teaching and learning. The program does
not lead to initial elementary or secondary certification.
However, students may complete requirements for certification in general special education, or English for Speakers of
Other Languages (ESOL) within the curriculum and instruction program.

Non-Certification Programs

This 33-semester hour program consists of a core of five
courses plus an individually designed sequence of six
courses chosen by the student. The flexible program allows
for a plan of study, designed to meet each student’s interests and professional needs. The five core courses are the
foundation of the program and are required for all students.

Child Development Programs

Core Courses
Courses are 3 credits unless otherwise indicated.

Graduate programming in child development prepares practitioners to work with children and families in diverse settings. Offering comprehensive programs, SNHU provides a
rich interdisciplinary approach to the study of children
firmly rooted in cultural and relational approaches. Graduate
students can select from two concentrations.

EDU
EDU
EDU
EDU
EDU

Child Development
The Child Development program is designed for professional
practitioners working in education, policy, administration
and research. M.Ed. candidates in child development must
complete the following specialized courses:
Courses are 3 credits unless otherwise indicated.
DEV

520

DEV
DEV
DEV
DEV
DEV
DEV
EDU
EDU

540
545
560
565
601
699
520
601

History and Philosophy of the Child
Study Movement
Language and Cognitive Development
Psychosocial Development
Family and Culture
Play
Child Assessment
Child Development Practicum
Introduction to Educational Research
Research Seminar

Nine credits of coursework in one of the following concentration areas must also be completed.
Child Development Student Designed Program
Select 3 electives from PSY, EDU, RDG, or SPED
Exit Evaluation

Thesis or comprehensive examination.

Administration Program
DEV
550
Administration of Child Development
Programs

520
533
547
570
601

Introduction to Educational Research
Learning Through Technology
Curriculum Development
Practicum in Curriculum and Instruction
Research Seminar

Individualized Sequence of Study
The student’s individualized sequence of study consists of
six courses chosen by the student in consultation with an
advisor. Three courses may be drawn from Education electives. The remaining three courses are graduate electives.
Exit Evaluation

Thesis or comprehensive examination.

Certification Option
General Special Education, ESL, or Computer Technology
Educator Certification Option
Students in the M.Ed. in Curriculum and Instruction may
complete the sequence of courses that leads to certification
in general special education, ESL, or computer technology
educator. Prerequisite: elementary or secondary Certification.

Graduate Certificates
Graduate certificates may be pursued as independent programs of graduate study by students who already possess
graduate degrees and wish to enhance or update their skills
in specific education disciplines and by students who hold
bachelor degrees and have the necessary educational background and professional experience. M.Ed./M.S. degrees in
education may be pursued concurrently. Courses successfully completed for a certificate program may be later applied
to a graduate degree program.
Successful completion of a certificate program requires that a
student maintain a GPA of at least 3.0.
51

Field-based Graduate Programs in
Education (On Location)
Master of Education (M.Ed.) and
Certificate of Advanced Graduate Study (CAGS)
The Field-based Graduate Programs in Education offer a
master of education degree as well as a certificate of
advanced study (post master's degree). Its graduate degree
and advanced certificates are centered on excellence in
teaching and promotes intellectual development, empowerment and social responsibility in a supportive environment.
This is a part-time program designed for educators working
in the field who wish to improve their professional practices.
The program takes place off campus in school communities,
often in rural settings, based on the belief that the professional educator’s working environment is a vital center of
learning. Graduate courses are taught in condensed weekend
formats during the school year by faculty members who are
known for their expertise in a variety of professional positions in the field of education. Students must be practicing
educators to be admitted to the program.
The program’s constructivist philosophy allows students the
flexibility to create a focus and develop greater expertise at
any level, from early childhood to high school and beyond.
Program instructors provide the most current and best
research and practice for students, who may immediately
apply them to their classroom and school needs. This individualization allows educators to match the program’s content to school-specific needs and cultures.
All courses and program activities occur off-site in cohort
models, where area professional educators work together
over a period of several years. The networking and collegial
support for ensuring ongoing culture-specific change and
improvement often continues even after the graduate degree
or certificate is completed. An Action Research Practicum
replaces the traditional graduate thesis.
The Field-based Graduate Program in Education currently
has locations in Bennington, Chittenden County, Highgate,
St. Albans, St. Johnsbury, Waterbury, Wells River,
Williamstown, and White River Junction, all currently in
Vermont and Colegio Ingles and Colegio Euroamericano,
both private English-inclusion schools in Monterrey, Nuevo
Leon (Mexico). A new site or cohort is created when a need
is identified in a particular geographic location. A minimum
of 15 educators interested in pursuing their graduate work
is required for the creation of a new cohort. Although the
program’s original roots are in Vermont, there are several
New Hampshire educators attending current sites in
Vermont.

52

Academic Programs-School of Education

Admission – Field-based Graduate Programs in
Education
The master of education (MEd) program is intended for educators who hold bachelor’s degrees that can be verified by
official transcripts. The Certificate of Advanced Graduate
Study (CAGS) is intended for educators who hold a master's
degree. When a new regional field-based graduate education
site has been locked in, interested applicants should submit
the following materials for the designated site to:
Southern New Hampshire University
Field–based Graduate Programs in Education
463 Mountain View Drive, Suite 101
Colchester, VT 05446
1.800.730.5542
info@actioneducation.com
http://www.actioneducation.com
• Southern New Hampshire University graduate program application.
• Official transcripts from previous undergraduate
and/or graduate course work.
• A teaching certificate or evidence of teaching experience.
• Evidence of access to a teaching situation.
• An external critique of the applicant’s professional
education activities within the year of application.

Time Limits
The Field-based Graduate Program in Education is designed
for practicing educators who would like to participate on a
part-time basis. By taking courses during the fall, spring and
summer terms, students may complete the 36–credit master
of education degree in approximately three and a half years
or the 31-credit Certificate of Advanced Graduate Study
(C.A.G.S.) in two to three years. Program completion time
for the master of education is flexible and depends upon
each program cohort’s preferences and needs; however, the
program must be completed within four years, unless determined otherwise. Completion time for the Certificate of
Advanced Graduate Study is determined by the courses
included in one’s program. Course enrollment or acceptance into the program may occur during the fall, spring or
summer terms, dependent upon each individual community
site’s schedule.
Transfer Credit
Applicants for the Field-based Graduate Program in
Education are notified that credits earned at any college are
transferable only at the discretion of Southern New
Hampshire University.
A maximum of six credits of graduate work may be
approved for transfer, provided that:

• Successful completion of EDGR 600 ProFile Seminar.

• The institution from which the work is to be transferred is authorized to grant graduate degrees by the
regional accrediting agency.

• Non-refundable $40 application fee.

• The credits to be transferred are graduate-level.

This degree is not intended for initial certification/licensure.
Individual admission decisions will be based upon the evaluation of the submitted application materials. Faculty members will look for evidence that an applicant is likely to
contribute to an understanding of important issues about
educational practice and research, has earned a bachelor’s
degree, has at least one year of full-time teaching experience in grades preschool-12 and possesses good communication skills. The applicant’s previous academic record also
will be considered. Each candidate must take the 1-credit
EDGR 600 ProFile Seminar, one credit of the 36-credit
requirement for the master of education or the 31-credit
requirement for the certificate of advanced graduate study,
to explore and reflect upon personal and professional goals
as part of the admissions process.

• The course to be transferred is comparable to and
may serve as a substitute for course requirements in
Southern New Hampshire University’s field-based
graduate programs in education.
• The course must have been taken within the last five
years.
• The applicant earned a grade of “B” or better in the
course being considered for transfer credit.
Each transfer course is evaluated on an individual basis,
with reference to catalog course descriptions. The student
should provide the program director with this information
on official transcripts.
Grades do not transfer. A student’s GPA is based solely on
courses completed at Southern New Hampshire University.

Dimensions of Curriculum and
Management
Dimensions of Teaching and
Instructional Technology
Dimensions of Assessment and
Evaluation
Dimensions of Leadership and
Organization
Dimensions of Learning and
Development

Applications Courses
The second level of course work is distributed over the same
five strands of learning as the previous Dimensions courses.
Students can actively shape their studies to reflect personal,
professional or district goals.

54

EDGR

615

EDGR

625

EDGR

635

Curriculum and Management Decision
Making
Teaching and Instructional Technology
Applications
Applications in Assessment and
Evaluation

EDGR
EDGR

645
655

Challenges in Leadership
Learning and Development Applications

Integrating Activities
Students further personalize their degree or advanced certificate through a series of seminars that continue to chart professional growth and development. These courses are the
keystone of the program.
EDGR
EDGR
EDGR
EDGR
EDGR
EDGR

The Certificate of Advanced Graduate Study (C.A.G.S.)
The Certificate of Advanced Graduate Study is designed to
allow educators to pursue specific education topics through
self-designed courses of study. A student must have earned
a masterâ&#x20AC;&#x2122;s degree from an accredited institution before
applying for a C.A.G.S. Thirty-one credits are required and
selected from the master of education curriculum. Students
work with faculty members and the academic program director to construct a meaningful and cohesive theme.
Six transfer credits can be accepted for the C.A.G.S.
Additional course work beyond the 31 required credits may
be transferred to supplement a studentâ&#x20AC;&#x2122;s theme.

Academic Programs-School of Education

Master of Science in Justice Studies
Contact: Patrick Cullen, Esq.
The M.S. in Justice Studies is a web-based, graduate degree
geared to scholarly undergraduates pursuing advanced
study, and professionals laboring in the justice system who
seek career advancement, personal growth and intellectual
preparation. Total credits required will be between 36-37
credit hours depending upon a thesis option. The program
will consist of a core of 15 credits with the remainder being
a series of elective choices.
The MSJS will deliver a knowledge base in a unique way.
First, its curricular emphasis will be operational and applied.
Working professionals will tackle subject matter that is cutting edge, professional, of utility and meaning in the justice
marketplace. As a result, Justice Studies majors will analyze
and assess broad based, systematic courses in police, courts
and corrections; master legal and justice research techniques
and delve into a series of applications including but not limited to:
• Homeland Security
• Leadership and Management
• Employment and Benefits
• Finance and Accounting
• Law and Public Policy Analysis
• Private Sector Partnerships
• Ethical Issues in Justice Studies
• Planning and Strategic Vision
The program’s underpinning is primarily operational- learning how to run and improve organizations, to compose policy and budget, to assess legal implications on departmental
programs, and evaluate and measure the efficacy of operational policies. This is a program for experienced practitioners seeking personal, professional and intellectual growth.
While some of its graduates may eventually pursue graduate or law school, the program focuses on ambitious agency
heads, staff and managerial personnel, business leaders,
community activists, and a host of other advanced players
with much to gain from this type of instruction. By design,
the MSJS allows seasoned practitioners and scholarly graduate students the opportunity to address, analyze and critique
operational policy from a social, administrative, judicial,
philosophical and managerial perspective. Special emphasis
will be given to the ethical considerations common to justice
practice. The program stresses critical inquiry in a wide
assortment of justice dilemmas, troublesome perennial questions for justice and public service practitioners, and expects
its majors to engage in a sophisticated dialogue and research
regimen, which provides solutions and suggestions for repetitive problems. In this sense, the program will serve the public by scholarly examination and assessment of community
based issues in need of resolution.

The Justice Studies faculty are committed to the art of teaching, scholarship and service. They understand that we learn
in different ways, that learning occurs both inside and outside of the classroom, and that learning takes place only if an
individual successfully integrates the intellectual, social, and
emotional aspects of his or her development, and strives to
stimulate critical thought and inquiry in the classroom. With
its emphasis on legal reasoning, justice studies students
engage in the Socratic dialogue as the Academy demands.
Justice Studies frowns upon empty occupationalism. A cursory review of the proposed curriculum indicates reflects the
depth and breadth of content which delivers greater levels of
conceptual inquiry than the functionalism of task or role.
Teaching, learning and critical inquiry are rooted in the foundation of Southern New Hampshire University.
Required Courses
Courses are 3 credits unless otherwise indicated
JUS
JUS
JUS
JUS
JUS

600
601
602
603
604

Police in the American Experience
Correctional Policy and Practice
Courts and Judicial Process
Law, Ethics, and Justice System
Legal and Justice Research

Mission
“…and learn by going where I have to go.”
—Theodore Roethke
The liberal arts provide us with the fundamental purpose of
education: to learn how to live well. Courses in the liberal
arts may bring graduates high salaries, increased esteem,
ultimate self-confidence, and sound values, but the most
important result of the liberal arts education is capacitybuilding within the individual to engage challenge, cope
with uncertainty, and contribute to improving the human
condition. Study in the liberal arts serves as a tool of curiosity, conscience, and community.
The School of Liberal Arts builds a curriculum that
addresses how to manage a complex world and to live effectively in it. Educating for the future is problem-solving for
critical public issues. As the world’s carrying capacity diminishes, its caring capacity is in greater demand, and no individual escapes the call for civic engagement. Through
interdisciplinary work in humanities, science, fine arts, technology, socio-political and moral inquiry, students prepare
for a civic role that is as central to their individual success as
it is to societal sustainability.
Located in Robert Frost Hall on the SNHU campus, the
School of Liberal Arts opens the way to many paths of life.
Whatever the choice, teaching and learning in the liberal
arts enable the student to try the new and dare the different. The innovative mind and creativity of a liberal arts
major form the highest recommendation for today’s workplace.

Academic Programs-School of Liberal Arts

School of Liberal Arts
Graduate Programs
The School of Liberal Arts offers graduate programs in
Community Mental Health and Mental Health Counseling,
Teaching English as a Foreign Language and a Master of Fine
Arts in Fiction and Nonfiction Writing. Our graduate programs reflect a commitment to the essential role that the liberal arts play in education at all levels.
Our master’s degrees in TEFL and community mental health
introduce concepts and methods of critically analyzing
knowledge, and teach students how to connect and integrate
knowledge. We are dedicated to preparing students to
become well-equipped professionals. In addition, we enable
our degree candidates to explore and fulfill the promise of
their talents and to contribute meaningfully to the world in
which we live.
The graduate program in Community Mental Health offers a
Master of Science degree in Community Mental Health
which prepares students to be licensed as Mental Health
Counselors, and certificates/specializations in Integrated
Community Mental Health and Substance Abuse Services for
Children, Youth and Families and for Adults. The program is
offered on-location, in a weekend format, for practicing professionals in New Hampshire, Vermont, Wisconsin and
Alaska.
All of us in the School of Liberal Arts welcome you to our
graduate programs and invite you to join in an exciting exploration of the ways in which our faculty and curricula can help
you fulfill both professional and personal aspirations.
We hope to meet you in classes and through the many other
activities connected with the School of Liberal Arts. We look
forward to helping provide you with a rewarding educational
experience at Southern New Hampshire University that prepares you for an enriched life and a successful career.

Master Degree Programs
Master of Fine Arts in Creative Writing in Fiction
and Nonfiction
In cooperation with the New Hampshire Writers’ Project,
one of the largest and most active state writers’ organizations in New England, the School of Liberal Arts offers a lowresidency graduate program in writing fiction and
nonfiction. A highly focused course of study, the M.F.A. prepares students to write in their chosen genre at a professional level. The M.F.A. is also a terminal degree that
provides students a foundation from which to prepare
(through internships, work experience, and/or allied areas of
study) for employment in the fields of teaching and publishing. With three residencies on campus and two residencies
online during four semesters of study, the low-residency
M.F.A. at Southern New Hampshire University is also convenient and affordable for working adults.

Students study with mentoring faculty who are accomplished writers and teachers; participate in lectures, readings, and master classes with visiting writers of national
reputation; hone their work through mentor and peer
review; read publicly from their own work; and meet with
publishing professionals in a community dedicated to creative endeavor.
Workshop courses run six months and are tailored to students’ needs and creative goals. Students work closely with
mentoring faculty members. Individualized study is then
complemented by residency periods (ten consecutive days
on campus in July-August and seven days online in JanuaryFebruary) during which mentors and their students meet to
review the students’ long-term writing projects and to build
a community of writers.
The second year of the program is devoted to the completion
of a book-length manuscript of professional quality, suitable
for submission to editors, and a critical essay on a living
writer of the student’s choice, suitable for submission to literary journals. Graduation is held during the summer residency following the final (fourth) semester. Students who
have completed their degree work are celebrated as they
return to campus for a few days to give public readings and
lectures and take part in their graduation ceremony.
Master in Fine Arts Required Courses
(six-month mentored semester/courses)
For the fiction sequence
MFA
510
Graduate Fiction Workshop I
MFA
511
Graduate Fiction Workshop II
MFA
512
Graduate Fiction Workshop III
MFA
513
Graduate Fiction Workshop IV
For the nonfiction sequence
MFA
520
Graduate Nonfiction Workshop I
MFA
521
Graduate Nonfiction Workshop II
MFA
522
Graduate Nonfiction Workshop III
MFA
523
Graduate Nonfiction Workshop IV
Residency requirements:
Summer– 3 credits taken on campus
Winter– 3 credits taken online

Master of Science in Teaching English as a Foreign
Language & New Hampshire State Certification in
ESOL
The M.S. TEFL degree at SNHU is designed for people teaching or intending to teach English in foreign school systems,
language schools, corporations, etc., but is also appropriate
for those who wish to teach in similar situations here in the
United States. Opportunities for teaching English in other
countries are numerous and increasing yearly as English
continues to be the preferred language for many professions
and a requirement in many foreign school systems, beginning as early as primary school. A master’s degree in teaching English as a foreign language is the degree of choice for
overseas employment.

57

Southern New Hampshire University
The tremendous influx of immigrants and refugees into New
Hampshire and neighboring states in recent years has led to
a substantial increase in the number of English language
learners (ELLs) in public school classrooms, resulting in a
critical shortage of ESOL teachers. With certification in ESOL
(teaching English to speakers of other languages), graduates
are qualified to teach ESOL in K-12 self-contained classrooms and pull-out/push-in programs in NH public schools
(and by reciprocal agreement, with many other states). This
credential also provides mainstream teachers with the
knowledge to support English language learners in mainstream classes. ESOL certification may be obtained independently or as part of the Master’s Degree in Teaching
English as a Foreign Language (M.S. TEFL).
Methodologies for both types of teaching situations
(ESOL/EFL) are integrated into the curriculum, as well as
strategies for teaching learners of all ages. 12 courses are
required (including supervised practice teaching) for a total
of 36 credits. The degree program is offered over four terms
and can be completed within 12 months (full-time, without
certification), though most students take longer (up to 18
months).
Participants in the M.S. TEFL and ESOL certification programs have the opportunity to observe classes throughout
the Greater Manchester area and in the year-round Intensive
English Program offered by The Institute for Language
Education.
Admission Requirements:
• Completion of the equivalent of a U.S. bachelor’s
degree with the equivalent of a 2.75 grade point average (GPA).
• For native speakers of English, at least two semesters
of college-level study of a foreign language (or equivalent ability).
• For non-native speakers of English, a TOEFL score of
550 on the paper-based test (79 on the Internet-based
test) or an IELTS score of 6.5, with a writing score of
5.0 on a scale of 6.0.
Required Courses
Courses are 3 credits unless otherwise indicated.

58

EFL
EFL
EFL

501*
502*
503*

EFL

504*

EFL
EFL

505
523

EFL

525

EFL

527

Language Learning and Acquisition
Evaluation and Assessment
Descriptive Linguistics of American
English
Introduction to Curriculum
Development, Design, and
Implementation
Overview of TESOL Methodology
Strategies and Techniques for Teaching
Listening and Speaking
Strategies and Techniques for Teaching
Reading and Writing
Strategies and Techniques for Teaching
Grammar

* Required for New Hampshire State Certification in ESOL.
Students seeking certification for the first time must take
EDU 571 in place of EFL 599. Also, the student teaching
requirement for first certification is 16 weeks. Other
requirements may apply, depending on the applicant’s
bachelor-level preparation. The certification option is
administered by the School of Education.

Graduate Program in Community
Mental Health and Mental Health
Counseling (On Location)
Mission
The Graduate Program in Community Mental Health
(PCMH) is a competency-based, multidisciplinary program
which offers state-of-the-art graduate education in integrated
community mental health and substance abuse services and
mental health counseling. The program combines classroom
instruction and distance-learning activities geared to adult
learners. Intensive weekend instruction (classes meet one
weekend per month) is provided for cohorts “on location” in
several states across the country, including New Hampshire,
Vermont, Wisconsin, and Alaska.
The program offers three options for those seeking advanced
studies in community mental health and mental health
counseling. Students completing the first year of the program
(22 credits) receive a graduate Certificate in integrated community mental health and substance abuse services with a
specialization in either children, youth, and families or in
adults. Students desiring a Master’s Degree in Community
Mental Health may continue on to complete a 48-credit or
60-credit master of science degree program emphasizing
clinical and leadership skills in community-based behavioral
health care and preparing students for licensure as mental
health or professional counselors. Within the 60 credit M.S.,
the final 12 credits are tailored to the educational requirements for licensure for mental health counselors within the
individual states in which the program is offered, and prepares students for a variety of counseling roles in community
settings. The program is designed to be accessible to practicing professionals, as well as service recipients, family
members, and others who wish to develop careers in the
field. Faculty are scholar/practitioners who bring national
and local expertise in integrated service delivery, research
and administration to the program
Public mental health systems throughout the United States
have undergone major changes in shifting from institutional
care to interventions that promote full community reintegration for people with psychiatric disabilities and addic-

Academic Programs-School of Liberal Arts
tions. This program prepares students for work in these community-based settings. The curriculum is based on a set of
core competencies that have been drawn from research literature, practices in model programs and input from professionals, service users and their families. The program has
been recognized as an Innovative Practice by the Annapolis
Coalition, and its competencies and curriculum have been
cited as national models in studies supported by the federal
Center for Mental Health Services. Program competencies
emphasize clinical and management skills and core values
for service delivery in rural and urban settings, including:
partnerships, empowerment, recovery, integration, wraparound and strength-based approaches and intervention,
community-based support, evidence-based practice, family
partnership and family preservation, developmentally
appropriate practice (including early childhood) and cultural relevance.
The Graduate Program in Community Mental Health has
been offered at Southern New Hampshire University since
2001. The program was founded at Trinity College of
Vermont in 1995 as a collaborative effort among the Center
for Community Change through Housing and Support,
Trinity College of Vermont, and the Vermont Department of
Developmental and Mental Health Services. The program
received significant financial support from the Van
Ameringen Foundation.

Options:
• Certificate in Community Mental Health (22 graduate
credits).
• Master’s Degree in Community Mental Health (48
graduate credits: Certificate + 26 credits) with a
focus on effective clinical & leadership skills in community-based behavioral health care.
• Mental Health Counseling Track, within the Master
of Science degree, which offers an additional 12 credits to students pursuing licensure as mental health
counselors (60 graduate credits).
• Continuing Education Credits in individual coursework for non-degree students, including those seeking specialized content and/or licensure preparation.
In some states, supplemental course work totaling
less than 60 credits is sufficient for licensure as a
mental health counselor. The program works with
individual state licensing boards to meet the educational requirements. SNHU does not guarantee licensure, as students must meet additional requirements
(such as passing a national exam and post-master's
practice requirements) after graduation.
Specializations:
Integrated Community Mental Health and Substance Abuse
Services for:

Format

• Children, Youth, and Families

The master’s program begins with an Orientation Weekend,
during which students develop individual professional development plans. Subsequent classes meet one weekend per
month, for 12 months of the year. Three-credit courses typically last two months and involve two full weekends of
instruction. Students continue their learning at home
through readings, written assignments, other course materials, and application in their internship and work settings.

• Adults

Students complete a 100-hour Practicum that runs concurrent with courses in Helping Relationships and Diagnosis
and Assessment. Students also complete at least two 300hour internships that are taken concurrently with other
course work. Students complete an integrative Masters
Project as a culminating learning experience on a topic of
their choice, toward the end of the course sequence.
The program works with licensing boards, in the states in
which it is offered, to meet the educational requirements for
licensure as a mental health or professional counselor. The
program also works with state substance abuse certification
boards. Additional course work and internships may be
offered as electives. The university does not guarantee that
students who complete the program will become licensed.

Certificate in Community Mental Health (PCMH)
The certificate program consists of 22 credits and includes
seven three-credit courses and one one-credit course. All students complete five foundation courses, two three-credit
courses in their clinical specializations and a 300-hour
internship.
Foundation Courses
Courses are 3 credits unless otherwise indicated.
PCMH

Master of Science in Community Mental Health
The master of science program in community mental health
consists of a minimum of 48 credits, including the 22-credit
certificate course sequence and 26 credits of advanced
course work. The 60 credit, mental health counseling track,
within the master of science, requires at least four additional
courses.
Advanced Core
Courses are 3 credits unless otherwise indicated.
PCMH
PCMH

662
665

PCMH
PCMH

666
667

PCMH
PCMH

682
690

Internship II
Program Evaluation and Systems
Research
Professional Affairs and Ethics
Community and Systems: Analysis,
Consultation and Change
Human Development
Master’s Project (2 credits)

Additional Course Work
Three of the following courses are required, depending on
the specialization, as noted.
PCMH

Management of Behavioral Health
Services*
PCMH 675
Co-occurring Issues for Children and
Families*
PCMH 676
Physiology of Addictions and
Psychopharmacology**
PCMH 689
Early Childhood and Infant Mental
Health***
*
Required for students in both the child and the adult
specializations.
**

672

Required for students in the adult specialization.

*** Required for students in the child specialization.
60

Mental Health Counseling Track
For the 60 credit, mental health counseling track, four additional courses are required, often including Internship III,
from the list below. These courses may be offered for continuing education credit in states that do not require 60 credits
for licensure as a mental health counselor. Additional electives may be recommended.
PCMH
PCMH
PCMH
PCMH
PCMH
PCMH
PCMH

663
683
684
685
686
687
688

Internship III (300 hours)
Group Process
Psychopathology
Social and Cultural Foundations
Career and Lifestyle Development
Marriage and Family Therapy
Counseling Theory

Application Review Process - PCMH
The admission review for the program in community mental health is based on a careful comparison of applicants’
qualifications. Particular attention is paid to past accomplishments and future promise in the field. Selected faculty
members review applications and consider personal and professional experiences in addition to academic achievements.
To be eligible for admission into the certificate or master of
science programs in community mental health, prospective
students are expected to:
• have earned a baccalaureate degree at an accredited
college or university.
• present an official transcript showing at least a 2.5
cumulative grade-point average for undergraduate
studies.
• submit a completed application and a nonrefundable,
$40 application fee.
• submit an essay responding to items described on the
application form.
• furnish two letters of reference (forms are provided).
• furnish an up-to-date resumé.
Submit application materials to:
Southern New Hampshire University
Vermont Programs – PCMH Admissions
463 Mountain View Drive, Suite 101
Colchester, VT 05446
1.800.730.5542
www.snhu.edu/pcmh
Application Deadlines - PCMH
Admission application deadlines are determined for each
cohort site in accordance with the schedule for course delivery. These deadlines are published with the application form
and admission materials that are distributed to potential
students. Generally, applicants are asked to submit materials
at least one month prior to the beginning of the term in
which they intend to enroll.

Academic Programs-School of Liberal Arts
Conditional Acceptance - PCMH
Conditional acceptance may be offered when the university
is uncertain whether an applicant has provided evidence
that he or she will be successful in the program. The student will be advised of the conditions that must be met in
order for him or her to be formally accepted into the program. The student will be formally admitted when the conditions have been met. Students will be subject to
administrative withdrawal if they fail to meet the conditions.
Non-degree Students
Non-degree students who have earned baccalaureate degrees
are permitted to undertake limited graduate course work in
the community mental health program for purposes other
than that of earning a degree. Such students may enroll for a
maximum of nine credits. Non-degree students may register
for courses by submitting a non-degree registration form at
times specified in the current course schedule. Selections are
subject to university approval. Students matriculated in the
degree program will receive priority during course registration. Non-degree students who later decide to seek a degree
through the Program in Community Mental Health must follow the regular admission procedures.

The Certificate Program
Students seeking to complete the certificate program must
earn 22 credits with a GPA of 3.0 on a 4.0 scale, complete a
100 hour practicum and one approved 300-hour pass/fail
internship. No grades below a “C” will be accepted for graduation and no more than one grade of “C+” or below.
Students must complete the program within four calendar
years of acceptance.
The Master of Science Degree Program
Students seeking the master of science in community mental health must earn 48 credits with a GPA of 3.0 or better
on the 4.0 scale and complete an approved 100 hours of
practicum and two 300-hour pass/fail internships. No grades
below a “C” will be accepted for graduation and no more
than two grades of “C+” or below. Students must complete
the program within eight calendar years of acceptance. No
more than six graduate credits may be transferred from
another accredited college or university; transfer credits are
subject to approval by the program.

61

School of
Professional
and Continuing
Education
Dean: Ellen Ryder Griffin
Robert Frost Hall
603.645.9789
Fax: 603.645.9743

Mission
The School of Professional and Continuing Education provides access to innovative and flexible academic opportunities in response to individual, community, and professional
needs.

Academic Programs-School of Professional and Continuing Education

School of Professional and Continuing
Education
Southern New Hampshire University’s School of Professional
and Continuing Education has been offering adults quality
academic programs in a student-centered environment since
1932. Our goal is to create an environment that maintains
academic excellence as it provides the flexibility and convenience you need to succeed. Whether you are a first-time college student or returning to class after many years, you will
find that Southern New Hampshire University is the place
to realize your academic potential. We urge you to visit our
Centers and our Web site, www.snhu.edu, to learn more
about how we can help you reach your educational and professional goals.
At Southern New Hampshire University, you will benefit
from:
• Accredited graduate programs that challenge you and
help you reach your goals.
• Staff who are specially trained to work with graduate
students. They can help you choose a program of
study, analyze which academic course work will
transfer for credit and advise you on how to create a
schedule that works for you.
• An education that fits your schedule. Classes are
offered weeknights, weekends, partially online and
completely online, so you can create a schedule that
works for your busy life.
• Faculty who have real-world experience in addition to
their academic credentials.
• A variety of locations, with campuses throughout
New Hampshire and in Brunswick, Maine. Our online
classes can be taken anywhere there’s an Internet
connection!
• An interactive education where you learn in small
classes from supportive faculty members and from
other students.
• An outstanding network of more than 40,000 successful alumni.

Scheduling
Southern New Hampshire University recognizes the many
demands that adult students have on their time. In an
attempt to meet this need for flexibility, the university offers
classes at a variety of times in several convenient locations.
Students can easily create a schedule that mixes evening,
weekend and online classes at any of our locations. We also
offer “hybrid classes” in which the best of online teaching
and learning combines with the best of traditional classes.
This cuts down on the number of times students must travel
to campus, does away with make-up classes for missed days
and adds improved interaction to the class.
Southern New Hampshire University is committed to using
technology to enhance teaching and learning. Most courses

at the university require students to use word processing,
spreadsheets, presentation software, or e-mail. All courses
call for students to make use of Blackboard,™ the software
the university uses to work online. While it is helpful for students to have their own computers, the university has fully
equipped computer labs that students may use for their class
assignments.

Registration
Students register for their initial course by completing a
course registration form. After completion of their first
course, students may register online using PENpal. Students
are strongly advised to contact an academic advisor to plan
their academic programs before registering. Advisors are
available throughout the term to answer questions and assist
with course selection.

Class Audit
Students may choose to audit courses offered by the School
of Professional and Continuing Education provided vacancies exist in classes and they have received written approval
from the Center Director. An audited course does not carry
credits. Cost of an audited course is the same as if taken for
credit. Students may attend classes, but will not be held
accountable for class requirements and will not receive a
grade in the course.
Any student wishing to audit a course must sign up for that
course as an “Audit” prior to the Friday of the first week of
the term. After that time, no student may change any of his
or her courses to an “Audit” status. No grade will be given
for a course that is audited. An “AU” will appear on the transcripts and grade report.

Academic Honesty
The School of Professional and Continuing Education
requires all students to adhere to high standards of integrity
in their academic work. Activities such as plagiarism and
cheating will not be condoned by the university. Students
involved in such activities are subject to serious disciplinary
action. This may include being failed by the instructor, academic suspension or expulsion from the university.
Plagiarism is defined as the use, whether by paraphrase or
direct quotation, of the published or unpublished work of
another without full and clear acknowledgement. For examples of how to correctly document sources, refer to Robert C.
Craven’s “Documenting Sources” at the “Guides” link on the
Shapiro Library Web pages.
Cheating includes the giving or receiving of unauthorized
assistance on quizzes, examinations or written assignments
from any source not approved by the instructor. Examples
of cheating include, but are not limited to:
• submitting someone else’s work as your own with or
without the permission of the individual;
63

Southern New Hampshire University
• allowing someone to copy your work;
• using a writing service or having someone else write
a paper for you;
• using someone else’s work without proper citation;
• submitting collaborative and/or group work as your
own;
• stealing an exam from an instructor or his/her office;
• taking a course and/or exam for another student;
• using unauthorized materials during a test or exam.
It is a student’s responsibility to seek clarification from an
instructor if the student has questions about what constitutes cheating. For a full definition on academic dishonesty,
please refer to the undergraduate or graduate catalog.
The instructor, who has the full authority to assign an “F”
grade for that assignment or course, after a discussion of
the incident with the student, will handle initial violations of
academic honesty. A report of the incident and its disposition will be sent to the dean of the School of Professional
and Continuing Education and the dean of the school that
offers the course. The dean will review the incident and forward the report to the Registrar’s Office for placement in the
student’s personal file. A student dissatisfied with the
instructor’s decision may appeal to the dean. The dean will
investigate the incident and make a decision within five
business days of the student’s appeal. A student also has
the right to appeal the dean’s decision to the Vice President
for Academic Affairs. The Vice President will make a final
decision regarding the incident within 10 business days of

64

the appeal. Upon placement of notification in the student
file, the student will be referred to the director of The
Learning Center, who will determine whether an educational
component would be advisable to prevent further violations
by the student. A notation will be placed in the student file
regarding the outcome of the meeting. Any additional violations of the Academic Honesty Policy reported to a dean will
be forwarded to the Vice President for Academic Affairs for
action. A second offense will also be referred to the appropriate Scholastic Standing Committee and will normally
result in permanent expulsion from the university.

Class Cancellations
Classes that are canceled because of inclement weather will
be rescheduled before the conclusion of the term. In many
cases, the rescheduled class will take place online. The decision to cancel will be made before 3 p.m. for night classes
or 6 a.m. for weekend classes. Local radio stations will
announce the cancellations. The most accurate information
about class cancellations can be found by checking the
SNHU Web site at www.snhu.edu. Classes that fall on holidays will be rescheduled by the center directors.

Course Drop
School of Professional and Continuing Education students
may drop a course with no penalty up to seven days before
the class begins. If a course is dropped within seven days of
the course start, a $25 drop fee will be assessed.

Academic Standards and Regulations

Academic Standards and
Regulations
Grades and Grading
Privacy of Student Records
The policy and procedures concerning the privacy of student
records maintained by Southern New Hampshire University
are in large measure governed by the Federal Family
Education Rights and Privacy Act. The university’s policy
and procedures regarding this subject are posted by the
Office of the Registrar.
Except when requested by a student or required by federal or
state regulations, an educational record will not include
information concerning race, religion, nationality, political or
social views or memberships in organizations. Directory
information (name, address, telephone number, major, etc.)
may be released or published without a student’s consent
unless the student notifies the university that this information is not to be released.
Only members of the university staff with a need to know,
certain federal or state agencies and other education agencies completing surveys and studies for the university will
ordinarily have access to a student’s record without the written consent of the student concerned.
A student has the right to waive his or her right of access
concerning recommendations from personnel at his or her
former school and from others regarding admission to the
university and recommendations for employment on file
with the university and recommendations for some honor
or honor society. The university may not require a student to
waive this right nor may the student’s status at the university depend upon his or her waiving this right.

Level of Achievement Expected
A student must complete the prescribed courses and
required credit hours of his or her program of study and earn
a minimum overall GPA of 3.0, with no more than two
grades of “C+” or lower, to qualify for a graduate degree.

ments have been made ahead of time. A grade of “I/F” is
substituted for any “I” grade eight weeks after the start of the
following term if the deficient work has not been completed
satisfactorily. The “I/F” grade is calculated into the cumulative grade-point average until a grade change is submitted.
Grades recorded for all courses completed prior to the
awarding of a graduate degree are used to calculate a student’s cumulative grade-point average, except in the case of
the first grade earned for a course that was repeated. In addition, the policy limiting the number of “C+” or lower grades
that may be earned in one’s program applies to all courses
completed prior to the awarding of a degree.

Grade Change Policy
Once submitted to the Office of the Registrar, grades are considered final and may not be changed. The only exceptions
apply if the faculty member who submitted the grade determines upon further review that a calculation or numerical
error was made in assigning the original grade or if a letter
grade is being assigned in place of an incomplete. Written
notification to the dean is required in either circumstance.

Scholastic Standing
Working closely with each SNHU graduate program, the
Graduate Scholastic Standing Subcommittee meets periodically to review student academic progress. Scholastic standing is generally classified as follows:
• Scholastic Concern (SC)– a student who earns an
accumulative GPA of less than 3.0 for the first time.
• Scholastic Warning (SW)– a student who earns an
accumulative GPA of less than 3.0 for two consecutive terms.
• Continued Scholastic Warning (CSW)– a student who
earns an accumulative GPA of less than 3.0 for three
or more consecutive terms.
• Scholastic Warning– 2 C’s (SW/2C’s)– a student who
earns two “C” grades and an accumulative GPA of
less than 3.0.
• Academic Probation (AP)– a student who has been
placed on academic probation with specific probationary requirements.
• Scholastic Warning– Special (SW/SP) – a student who
receives a grade of “I/F” or “F” or a student who may
be considered to be having serious academic difficulty.
• Academic Dismissal– a student who is dismissed
from Southern New Hampshire University. Special
letters are sent by certified mail to students who
are placed on academic probation or who receive
academic dismissals.

Grades and Scholastic Standing (M.F.A. Program
Only)
Grades assigned for the residency and correspondence
semesters are satisfactory/unsatisfactory. These are recorded
by the faculty and available on PenPal (the student information system/web interface) after each residency and each
65

Southern New Hampshire University
semester. Students will receive a detailed evaluation from
their instructors, via email and shared with the director, narrating the student's progress, identifying strengths and weaknesses, and making recommendations for future study and
writing.
A grade of unsatisfactory will be assigned for the following:
a second failure, within the same semester to turn in their
packet on time; consistently poor quality of work; consistently insufficient quantity of work (i.e., thirty formatted
pages per packet); plagiarism; or consistent failure to meet
the overall standards for academic performance. A student
who receives a grade of unsatisfactory must repeat the
semester in order to receive credit for it. The MFA program
does not issue grades of "incomplete."
Two grades of unsatisfactory will cause immediate academic
dismissal from the program and from Southern New
Hampshire University.

Repeating Courses
Students may repeat courses for credit. Students who fail
courses will want or need to repeat the same courses at
Southern New Hampshire University. In such instances, the
first course grade will not be computed into the total gradepoint average (GPA); instead, the most recent course grade will
be used. All prior grades will appear on students’ transcripts.

Transcript Request
Except as provided by the Federal Family Education Rights
and Privacy Act and in instances where a student consents
to release his or her transcript to another party, the Registrar’s
Office will not furnish a transcript to any person other than to
the person identified by name on the transcript.
Transcripts will not be furnished to students or former students whose financial obligations to the university have not
been satisfied. Transcript requests may be obtained at any
center or printed from the university’s Web site and mailed to:
Office of the Registrar
Southern New Hampshire University
2500 North River Road
Manchester, NH 03106-1045
Or transcript requests can be faxed to the Registrar at 603.
629.4647, however, transcripts will not be released over fax
lines.
There is a charge of $5 per transcript that must accompany
the request.

Policies
Academic Honesty
Southern New Hampshire University requires all students to
adhere to high standards of integrity in their academic work.
The university will not condone such activities as plagiarism
and cheating. Students involved in such activities are subject
to serious disciplinary action. This may include being failed
by the instructor, academic suspension or expulsion from the
university.
66

Plagiarism is defined as the use, whether by paraphrase or
direct quotation, of the published or unpublished work of
another without full and clear acknowledgment. For examples of how to correctly document sources, refer to Robert C.
Craven’s “Documenting Sources” at the Guides link on the
Shapiro Library Web page.
Cheating includes giving or receiving unauthorized assistance on quizzes, examinations or written assignments from
any source not approved by the instructor. Examples of
cheating include but are not limited to:
• Submitting someone else’s work as your own with or
without the permission of the individual.
• Allowing someone to copy your work.
• Using a writing service or having someone else write
a paper for you.
• Using someone else’s work without proper citation.
• Submitting collaborative and/or group work as your
own.
• Stealing an exam from an instructor or an instructor’s
office.
• Sharing exam information, including a copy of the
exam, with another student who has not taken the
exam.
• Taking a course and/or exam for another student.
• Using unauthorized materials during a test or exam.
It is a student’s responsibility to seek clarification from an
instructor if the student has questions about what constitutes cheating.
The instructor, who has the full authority to assign an “F”
grade for that assignment or course after a discussion of the
incident with the student, will handle initial violations of
academic honesty. A report of the incident and its disposition will be sent to the dean of the school that offers the
course. The dean will review the incident and forward the
report to the Office of the Registrar for placement in the student’s personal file. A student who is dissatisfied with the
instructor’s decision may appeal to the dean. The dean will
investigate the incident and make a decision within five days
of the student’s appeal. A student also has the right to
appeal the dean’s decision to the Vice president for
Academic Affairs. The Vice president will make a final decision regarding the incident within 10 days of the appeal.
Any additional violations of the Academic Honesty Policy
reported to a dean will be forwarded to the Vice president for
Academic Affairs for action. A second offense will normally
result in suspension from the university for at least one term
or semester. A third offense will also be referred to the
appropriate Scholastic Standing Committee and will normally result in permanent expulsion from the university.

Copyright Policy
Southern New Hampshire University abides by the provisions of United States Copyright Act (Title 17 of the United
States Code). Any person who infringes the copyright law is

Academic Standards and Regulations
liable. The SNHU Copyright Policy can be secured from the
Library Director and is accessible (under Guides/Tutorials)
on the Shapiro Library Web pages.

If the student wishes to pursue the matter further, he or she
should speak to the Vice President for Academic Affairs,
who will review the matter and make a final decision.

Attendance Policy

Withdrawal from Class

It is the responsibility of each student to attend all of the
scheduled class meetings in a given course. Faculty members
may withdraw a student because of absence from class. In
those circumstances when students cannot attend a scheduled class, they must understand that the faculty member is
not obligated to excuse the absence, and such absences may
result in withdrawal.

Students may withdraw from courses at any time during the
first sixty-percent (60%) of the semester with the course
grade of “W”
. The completed withdrawal form must contain
the signatures of the instructor, the student and the student’s
advisor. Merely ceasing to attend classes does not constitute
an official withdrawal either academically or financially.
Withdrawal forms may be obtained from Student
Administrative Services.

Holy Day Policy
Southern New Hampshire University recognizes the important
role that religious holy days can play in the lives of its students. Observance of religious holy days may require students
to miss classes. Such absence, when preceded by proper notification of teachers, will not carry any penalty or sanction.
Students are expected to make alternate arrangements with
their teachers regarding scheduled tests, assignments due or
other course work and activity. Teachers are expected to be
supportive of and sensitive to individual religious practices
by being willing to work out alternatives to scheduled course
work. In all instances, however, excused absence does not
mean excused from meeting course standards and expectations. Should a dispute occur, the usual appeal process will
be followed: the program coordinator/ department chair, the
school dean and the Vice president for Academic Affairs.

Withdrawals after sixty-percent (60%) of the semester will
only be allowed when:

Transfer Credits

Withdrawal from Southern New Hampshire
University

Graduate credits earned at another accredited institution in
the last five years may be accepted as satisfying the requirements of Southern New Hampshire University courses if they
are appropriate to the program being pursued. Minimum
grades of “B” are required. Students must submit official
transcripts and a syllabus from each course. A maximum of
six credits may be transferred into any degree program.
Southern New Hampshire University does not accept as
transfer credit coops, capstones, internships and student
teaching at other institutes. Only three of the six credits may
be applied to elective requirements in one of the graduate
certificate programs. Credits are transferable; grades are not.
Grades earned at other institutions do not appear on
Southern New Hampshire University transcripts, nor are
they calculated in the student’s overall GPA. Final approval
of transfer credits rests with the school dean.

Academic Complaint
If a student has a complaint about an instructor or course,
the student should speak first to the instructor. School of
Professional and Continuing Education students should then
speak to the center director. If the student is not satisfied or
cannot resolve the issue at that level, then he or she should
speak to the program coordinator/department chair. If the
student is still not satisfied, then he or she should speak to
the school dean.

• Withdrawal is student-initiated for conditions beyond
the students’ control (e.g., illness documented by a
physician’s letter). The course grade under these conditions will be “W”
. Documentation must be provided
by the student and approved by the appropriate advisor and school dean.
• Withdrawal is instructor-initiated due to unusual circumstances, not as a method to prevent low grades.
The course grade under these circumstances will be
“WP” (withdraw passing) or “WF” (withdraw failing). Instructor-initiated withdrawals must be
approved by the school dean. The student’s advisor
will be notified.

Students may withdraw from the university by obtaining a
withdrawal form from the Graduate Enrollment Office in
Webster Hall and obtaining all necessary signatures.
International students may obtain forms and begin the
process in the Center for International Exchange (CIE) in
Belknap Hall. Merely ceasing to attend classes does not constitute an official withdrawal, academically or financially.
Failure to file a withdrawal form with the appropriate office
will result in the automatic recording of “F” grades for all
courses being taken by the student. If a student is under 18
years of age, written parental consent must be received.
Official date of withdrawal is the last date of class attendance
as verified by an instructor. This date will be used in determining any refund. Southern New Hampshire University
identification cards must be returned to the Graduate
Enrollment Office when withdrawing from the university.
No adjustments to account balances will be done nor will
withdrawal disputes be considered after 30 days from the
end of the term during which the student withdrew.

Disciplinary Dismissal
Southern New Hampshire University reserves the right to
dismiss any student whose presence, following a hearing, is
deemed detrimental to the best interest of the university.
Students dismissed for other than academic reasons will
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Southern New Hampshire University
have the notation of withdrawal put on their transcripts.
Documentation outlining the disciplinary sanctions will be
placed in the students’ folders. This information will be used
in evaluating re-admission applications.

line. Students receiving graduate certificates ONLY (not master’s or doctoral degrees) are not required to pay the graduation fee; however, a Petition to Graduate form is required by
the appropriate deadline.

Undergraduates Taking 500-level Courses

Participation in the Graduation Ceremony

Students who have completed at least 90 undergraduate
credits and have a 3.33 or higher GPA must apply through
the Advising Center to enroll in a 500-level graduate course.
The student may enroll in the course, provided:

Students who have not fulfilled all graduation requirements
by the day of commencement in May may participate in the
ceremony by completing a “Petition to Walk” form, available
in the SAS office between March 1 and March 15. The petition must clearly indicate the reason for wanting to walk and
a clear indication of how the student plans to fulfill the missing requirements. The Office of the Registrar will verify that
such requirements can be fulfilled by the Aug. 31 following
commencement.

• there is space available in the course.
• the dean of the appropriate school, the program coordinator/department chair and the instructor agree
• that the student has met the prerequisites of the
course.
• the student would receive undergraduate credits.
If the student goes on to enroll in a graduate program at
Southern New Hampshire University, graduate credit will be
granted if the student earns grades of “B” or better in the
500-level courses. Approval is limited to a maximum of six
credits (two three-credit graduate courses).

Bibliography and In-text Citation Styles
The American Psychological Association (APA) and Modern
Language Association (MLA) bibliographic and in-text citation styles are acceptable formats for documenting written
work subject to policies set forth by each academic discipline.

Graduation Information
Southern New Hampshire University confers (awards)
degrees three times a year. Students who complete their
degree requirements at the end of Term 1 (September–
December) are awarded their degrees in January. Students
who complete their degree requirements at the end of the
Term II (December–March) are awarded their degrees in
May. Students who complete their degree requirements at the
end of Term II or Term IV (March–August) are awarded their
degrees in September. Students are responsible for petitioning to graduate. Petition to Graduate forms, required for all
degree and graduate certificate programs and available at all
advising offices and School of Professional and Continuing
Education centers, should be submitted with the appropriate graduation fee according to the following schedule:
Petition to Graduate Deadline
Conferral Date
Sept. 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Jan. 15
Nov. 1 . . . . . . . . . . . . .May Commencement Ceremony
May 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Sept. 15
Diplomas and graduate certificates are mailed to a student’s
home address following the September and January conferral dates. Additionally, all diplomas not picked up at the May
commencement ceremony are also mailed to the student’s
home address shortly after the May conferral date.
The 2008-2009 graduation fee is $150 and must be submitted
with each Petition to Graduate form by the appropriate dead68

Students are eligible to walk if all but six credits or fewer of
actual courses are not completed but are expected to be completed by August 31, following the May commencement ceremony; if an internship or a cooperative education
experience is not completed but is expected to be completed
by Aug. 31; and graduate students have a cumulative GPA
of 3.0 or higher.
Doctoral degree candidates must have all graduation requirements, including their dissertation defense completed no later
than five (5) weeks prior to the May commencement date.
Any student who has an unusual circumstance not covered
by the above policy may appeal to the appropriate school
dean’s office for consideration on or before March 22 prior to
the commencement ceremony in May.
This policy allows students to participate in the graduation
ceremony, but not to receive a diploma in May. The diploma
will be conferred on the first graduation date after all
requirements have been met. Conferral of diplomas takes
place in September, January and May of every year. Student
names will appear in the graduation program for the May
ceremonies following the official conferral date.
In addition to the petition to walk in the May ceremony, all
students must have already filed, by the Nov. 1 deadline, a
petition to graduate and have paid the graduation fee as
described in the university catalog.
Prior to participating in graduation ceremonies and receiving
a degree, a student’s obligations to the university, such as
library fines, tuition, dues and fees, must be met. All athletic equipment must be returned. No caps and gowns will
be released unless charges to the university, including tuition
and fees are paid.

The Division of Student Affairs
Mission
The mission of the Student Affairs Division, in support of the
educational mission of Southern New Hampshire University,
is to foster opportunities for students to learn and to grow
as socially and intellectually mature and culturally aware

The Division of Student Affairs
individuals. The division, in collaboration with the university and local community, provides programs and services
which encourage and empower students to develop priorities, values, critical thinking and behaviors appropriate to
positive personal and professional lives.

Statement of Belief
• We believe that students come first.
• We, the staff members of the Division of Student
Affairs, believe that the student is shaped by all campus activities in and out of the classroom. We need to
empower students to be intellectually curious, socially
involved and appreciative of differences in assisting
them in becoming well-rounded human beings.
• We believe that as a staff we must collaborate, communicate and cooperate to provide the safest, most
supportive environment for our students.
• We believe that our cultural and ethnic diversity is
key to developing well-rounded, caring citizens of the
world.

Athletics
Southern New Hampshire University supports an active athletic program as an integral part of the educational process.
Both intercollegiate and intramural competitions are offered
to men and women of the university community. On the
intercollegiate level, men’s teams are fielded in baseball,
basketball, cross-country, golf, ice hockey, lacrosse, soccer
and tennis. Women’s teams include basketball, cross-country, lacrosse, soccer, softball, tennis and volleyball. Southern
New Hampshire University is a member of the National
Collegiate Athletic Association, the Eastern College Athletic
Conference and the Northeast-10 Conference.
The university sponsors a varied intramural program aimed at
active student involvement in sports. Men’s intramural sports
are flag football, basketball, indoor soccer and racquetball.
Women’s intramural sports include indoor soccer, flag football, basketball and racquetball. Softball, tennis and volleyball
are coeducational offerings. Mini-tournaments are sponsored
in 3-on-3 basketball, whiffleball and miniature golf.

• We believe that our students’ needs are most important and we strive to support them academically,
physically, spiritually, psychologically and socially.

Recreational offerings available at Southern New Hampshire
University include various cardio classes, weight training,
wall climbing, swimming, cross country skiing, step-interval
training and yoga.

• We believe that the university should be a collaborative community.

Athletic Facilities

Important Student Handbook
Information
http://www.snhu.edu/2103.asp
The Student Handbook is a critical document for SNHU students as it contains many of the institution’s policies, expectations, and student rights and responsibilities, as well as
important federal compliance information regarding the use
of substances. Among the many topics, the handbook
includes information on institutional departments and programs, student organizations, the Code of Conduct, the
Alcohol and Other Drug Policy and Procedures, policies and
procedures pertaining to living in residence, health and
safety policies (e.g. sexual assault, sexual harassment, antiviolence, communicable diseases), financial aid, disability
services and undergraduate academic programs. Students
may access the handbook by going to the university’s website (www.snhu.edu) and proceeding to the section entitled “Student Life.”
Students are urged to take the time to review the website and
to familiarize themselves with the contents of this handbook. It is expected that as members of this university community, all students have taken the necessary time to review
the handbook and to seek clarification of that information
which is not clear to them.
Questions regarding a program or policy can be addressed
to the Office of Student Affairs in the Student Center by calling 603.645.9608. Thank you for your attention to this
important information.

The university has two gymnasiums. The field house has a
wooden floor with a seating capacity of 1,900. The auxiliary
gym has a multipurpose, synthetic surface and a stage to
accommodate a variety of university activities. The Fitness
Center includes state-of-the-art aerobic equipment and free
weights. Other facilities are a 25-meter, six-lane, competition
swimming pool, a racquetball court, an aerobics/exercise
room, multiple locker rooms and a fully equipped training
room. Outdoor facilities include four lighted tennis courts,
baseball and softball diamonds, a lighted artificial turf varsity game field and several practice fields.

Campus Ministry
The campus ministry program contributes to the goal of fostering the personal development of students addressing their
religious needs and concerns. There is a Campus Ministry
Student Association on campus (for Catholic, Jewish and
Protestant students) and the Muslim Student Association. It
is through these groups that students have an opportunity
to come together to share and grow in their faith.
During the school year, a Roman Catholic Mass and a student
led Bible Study are held on campus on Sunday evenings. A
Protestant Prayer Service is also held on campus once a
week. Students of other religious denominations may contact
the Office of Campus Ministry for information concerning the
location of a church or synagogue in Manchester. The Office
of Campus Ministry provides personal and spiritual direction,
religious instruction and sacramental preparation.

69

Southern New Hampshire University
Our staff consists of a full-time Catholic chaplain/director of
Campus Ministry and a volunteer Protestant chaplain. Their
hours are posted outside the Campus Ministry Office in the
Student Center.

Campus Programming & Leadership
The personal growth resulting from university activities is not
easily measured. It is, however, directly related to each studentâ&#x20AC;&#x2122;s level of involvement and commitment in the community. The university provides opportunities for individual
participation and for membership in clubs and organizations.
Student Affairs, through the Offices of Campus Programming
& Leadership and Student Life, strive to support the academic tradition of the university. This is accomplished
through upholding a minimum membership Requirements
for all active members in SNHU clubs and organizations.
Each active member must maintain a cumulative grade point
average of 2.0 to remain a part of campus organizations. In
addition, many clubs and organizations prescribe a higher
cumulative GPA to be a member of certain groups.
The Office of Campus Programming and Leadership helps
organize new clubs and coordinates leadership development, helps with the management of major campus programs and manages the Student Center programs. The office
advises the Inter-Greek Council (IGC), Senior Week, the
Enterprise Yearbook, and the Coordinators for Activities and
Programming Events (CAPE). It provides information and
guidance on planning and presenting events and programs,
prepares an activities calendar and keeps the roster of organizations. There are currently 54 clubs recognized on campus.
Visit the SNHU website for a complete listing.

Student Government Association
The Student Government Association (SGA) represents all
full-time undergraduate and graduate students at Southern
New Hampshire University who pay an activities fee.
As the main voice for the student body at SNHU, SGA maintains an open line of communication between the administration, faculty, and students. Throughout the year SGA
actively participates and has voting power on many
University standing committees to ensure that studentsâ&#x20AC;&#x2122;
needs are addressed. The Board of Trustees, Academic
Policy, Financial Aid, and Student Discipline Committees are
just a few of the university committees with SGA representation. SGA encourages student input regarding University
policies, facilities, and events.

Coordinators of Activities and
Programming Events (CAPE)
The Coordinators of Activities and Programming Events
(CAPE) is a student run organization committed to enriching
campus life at Southern New Hampshire University. By
working with other clubs and organizations, CAPE provides
social, recreational, educational, and cultural programming.
70

The Inter-Greek Council
The Inter-Greek Council (IGC) is the coordinating board for
the fraternal system at Southern New Hampshire University.
Its purpose is to organize the rush program, develop new
member education procedures, and provide a forum for discussion for any concerns that exist among the six Greek
chapters.

Fraternities and Sororities
Through membership in social fraternities and sororities,
students often make lifelong friendships based upon mutual
interests and experiences outside the classroom. These
organizations have a strong commitment to organizing campus and community service projects in an effort to promote
themselves and Southern New Hampshire University.
Sororities: Kappa Delta Phi NAS, Phi Omega Psi, Phi Delta
Beta
Fraternities: Kappa Delta Phi, Phi Delta Psi, Phi Delta Theta

Southern New Hampshire University
Ambassadors
The Ambassadors is a student organization established in
1990. Southern New Hampshire University Ambassadors are
selected student leaders who work for the betterment of the
university. They develop meaningful communication
between students, faculty, staff and alumni and work to
enhance the relationships between Southern New
Hampshire University and the community. Membership is
open to full-time sophomores, juniors, seniors and graduate
students who have maintained a 3.0 grade-point average.

Commuter Student Council
The Commuter Student Council involves commuting students in the life and atmosphere of the university and serves
as an information vehicle. It provides commuters with a
voice to express their concerns and needs.

Media Organizations
The Observer is the student newspaper, which is published
entirely by students through SGA funding. The newspaper
offers experience for writers, editors, photographers, artists
and advertising sales people on campus.
The Enterprise is the SNHU yearbook, which is published
annually through the efforts of the student body. It serves to
chronicle the university years as a remembrance for all
undergraduate students.
Radiosnhu.com is a student-run, Internet-based AM radio
station. The radio station provides opportunities for students
to be a part of promoting SNHU worldwide via cutting- edge
technology.

The Division of Student Affairs

Center for International Exchange
The Center for International Exchange (CIE), located in
Belknap Hall, assists and supports international students
and scholars while they are at SNHU as non-immigrants. CIE
provides orientation programs, immigration advising, travel
documents, enrollment certification, information about
applying for a Social Security number or a driver’s license,
practical training assistance and cross-cultural adjustment
counseling. CIE offers the Thanksgiving Hosts and
International Friendship programs to connect SNHU international students with local American families for occasional
meals or activities.
An important aspect of the work of CIE is to foster understanding among our students, staff and faculty who come
from all over the world; the annual International Education
Week celebration and the Cousins program are two initiatives aimed at this. CIE staff also work with the student-led
International Students’ Association to sponsor such interculteral events as International Night, which features fashion,
music, dance and skits from around the world.
The center also offers international student ID cards to
domestic students planning to travel abroad.

Public Safety
The Department of Public Safety was created to monitor and
maintain a safe and secure campus environment where faculty can teach and students can learn. In a professional, yet
flexible and courteous manner, with concern for both public
safety and individual rights, the Department enforces the
university’s expectations of mutual respect and responsible
behavior. In addition to the protection of life and property,
the staff is dedicated to the smooth day-to-day functioning of
the university community and to supporting an educational
enterprise where cultural diversity and academic freedom
can flourish.
Southern New Hampshire University public safety officers
are trained in crime prevention, security patrolling, first aid,
and general services for the campus community, such as
providing an escort service, roadside assistance, and issuing
vehicle parking permits. On nights, weekends and holidays,
public safety officers provide extra security by staffing a
gatehouse on the western part of campus, from which all
vehicular traffic and its passengers can be monitored. In
addition, the Department conducts public safety education
and awareness programs for students on such topics as personal safety awareness, DWI prevention, resident hall security, fire safety, sexual assault, winter driving workshop, and
identity fraud.
Public safety officers are on duty 24 hours a day, seven days
a week—in marked vehicles, on bicycles, Segways,® and on
foot. Emphasis is placed on personal security of students and
staff. A spirit of cooperation is maintained as the Department
works hand-in-hand to keep the campus and the adjoining
communities safe.

The Public Safety Department is located in Belknap Hall. In
addition, there are nine Emergency Call Boxes located strategically around campus, as well as extensive video surveillance campus wide.
In compliance with the Campus Security Act of 1990 (CLERY
Act), SNHU’s safety, security and crime statistics are found
on the university’s web site and in brochure form.

Residence Life
The University may provide graduate student housing. One
option is a residence hall that consists of mainly double
rooms and a limited number of single rooms. The area has a
common lounge and single sex bathrooms. The other option
is the two level townhouse apartments that consist of two
bedrooms each which house two students and a shared bathroom on the second floor. The first floor consists of a small
kitchen, dining, and lounge area. The unit is furnished with
beds, dressers, desks, couches, kitchen table and chairs. The
townhouse apartments are single sex assignments. The university does not provide married student housing.
Graduate students are not obligated to residency requirement. However, if requested and assigned, they are required
to honor the financial commitment for two terms. To determine if housing is available, a $100 housing deposit,
Residence Agreement and Residence Preference form should
be submitted to the Residence Life Office 30 days in advance
of the start date of the term. Housing assignment priorities
are based upon the receipt of the deposit. Housing assignments cannot be made without the deposit and forms.

Service and Citizenship
Through our programs and initiatives the Center for Service
and Citizenship strives to develop a culture of active citizenship where members of the SNHU community embrace civic
engagement, volunteerism and service. By creating partnerships with the Manchester and global communities we offer
students, faculty and staff the opportunity to engage in action,
change and education, and to foster active citizenship.
Working with students, faculty, staff and local agencies, the
Center helps to connect individuals and groups with area
needs that meet their interests. The Center supports several
programs and initiatives which include: “Alternative Breaks”
which provides opportunities for students to participate in a
week-long service project off-campus; Service Learning,
which provides the opportunity for students to engage in
service directly related to their academic courses; the 3+1
model which allows a student to add one credit to an existing three credit course by successfully completing an addon service component; the Community Service Work-Study
program which encourages students who qualify for workstudy to earn their award working at a community organization; weekly volunteer opportunities, which provide the
opportunity to serve at a variety of local organizations, and
at special interest events such as Service Day, Hunger and
Homelessness Week and World Aids Day.
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Southern New Hampshire University

Student Life and the Student Center

Wellness

The Student Life and Student Center Office is dedicated to
supporting the growth and learning that occur in all facets of
campus life. This department collaborates with many members of the SNHU community to provide innovative and
planned campus programs, activities and services. The office
works to provide an attractive and customer focused Student
Center that promotes the “living area” of the campus.
Finally, the office directly advises the Student Government
Association and its related organizations, which include the
House of Representatives, Student Senate, and the Budget &
Finance Committee.

The mission of the Wellness Center is to utilize the wellness
model to enhance each student’s ability to resolve problems,
improve relationships, attain optimum physical health and
achieve personal growth and academic success. Through
education, medical treatment and counseling services we
assist students to develop responsibility for their own well
being and learn the skills to maintain a lifelong healthy
lifestyle. Our vision is to assure that the wellness model is
integrated into the decisions and operations of the institution
and each individual’s growth and development.

Student Center
The Student Center is the campus crossroads, where students, faculty, staff, alumni, and guests of the institution
meet and socialize. It is known as the “living room” of the
campus, and a showcase facility for student life. The facility
houses the three student governing groups; CAPE
(Coordinators of Activities & Programming Events), IGC
(Inter-Greek Council), and SGA (Student Government
Association). Several offices are also housed in the Student
Center which offer numerous services, including the
Campus Store/Bookstore, Campus Ministry, Campus
Programming & Leadership, the Center for Service &
Citizenship, the Common Grounds Coffee Shop, Copies Plus
(a student run copy center), Dining Services, the Last
Chapter Pub, the Office of Student Affairs, and the Office of
Student Life. Other services offered in the facility include a
pool table, the Snack Bar, a 24-hour ATM, mailboxes, the
Penmen cash machine, and large format TV’s.

Solicitation Policy

Counseling Services
Sometimes personal and emotional problems can negatively
impact learning and living and interfere with a person’s
development. Even a student with many strengths and abilities may experience difficulties which can be effectively
resolved through counseling. Some examples of such difficulties might be problems in interpersonal relationships,
depression, loneliness, sexual concerns, poor grades, substance abuse or conflicts with one’s family.

The Office of Student Life must approve all advertising by
non-university organizations in order to be posted and/or
distributed on campus. No solicitation is allowed except with
the approval of the Office of Student Life.

Personal concerns of any type may be discussed frankly and
privately with a professional counselor. Counseling sessions
are free and confidential and can be arranged by contacting
the Wellness Center.

Businesses are offered certain opportunities to promote their
products by reserving a table in the Student Center area or
through advertising in the student newspaper. Both of these
services are offered on a fee basis. All requests will be considered as long as the service represents a benefit to our students and the institution and does not interfere with any
contractual agreements the institution has entered into.

Health Services

In the residence areas only student clubs and organizations
are allowed to market door-to-door with prior written
approval through the Office of Residence Life. If the student
group is intending to conduct a fundraiser, the students need
to receive approval from the Office of Student Life as well.

72

As a staff, we value prevention over treatment and try to
reflect that in our services and programming efforts. We
believe that change occurs at both individual and systematic levels, that college is an opportunity for growth in and
out of the classroom and that learning occurs in a variety of
contexts. Furthermore, our work is guided by the beliefs that
actions speak louder than words, people are responsible for
their own actions, asking for help and utilizing available
resources is healthy and an educational institution is responsible for challenging students to become intellectually curious, socially responsible and emotionally healthy members
of society.

To be eligible for health services, students must submit a
completed medical record, their immunization history
including evidence of inoculation against measles, mumps
and rubella and have completed a physical examination
prior to admission. International students cannot complete
registration without these documents, as well as a chest Xray report, and a TB test. Any missing information will result
in additional medical services and fees to the student upon
arrival.

The Division of Student Affairs
Health Services staff members handle most common health
concerns and are knowledgeable in preventative medicine
and alternative treatment strategies. The staff offers treatment of common acute problems (e.g., colds, flu, burns, personal health counseling, information on birth control,
referral for sexually transmitted disease testing, and allergy
injections. Any problem the nurses cannot handle is referred
to the university physician or another appropriate practitioner in the local community. Charges for health services
in the community are usually sent directly to a student. It is
the studentâ&#x20AC;&#x2122;s responsibility to submit any claim forms
required for processing payment to the medical provider.
Wellness Center staff members are available to assist students in processing claims covered by university-sponsored
health insurance plans.

Educational Services
Education is at the core of the Wellness Centerâ&#x20AC;&#x2122;s activities
and services. The staff members firmly believe in the value
of prevention in the development of a whole person.
Educational services include classroom presentations on
wellness topics; individual consulting with students; workshops and co-sponsorship of substance-free activities; training for student leaders, staff and faculty; and access to
resource materials for classroom assignments or personal
growth opportunities

73

Southern New Hampshire University

Graduate Course Descriptions
The following graduate courses are listed in alphabetical order by the university’s course listing prefix.
ACC

Accounting

INT

International Business

CED

Community Economic Development

IT

Information Technology

DEV

Child Development

JUS

Justice Studies

DOC

D.B.A. Doctoral Courses

MBA

Business Administration

ECO

Economics

MBE

Business Education

EDGR

Field-based Graduate Program in
Education

MFA

Fine Arts

MKT

Marketing

EDU

Education

OL

Organizational Leadership

EFL

English as a Foreign Language

PCMH Community Mental Health

ESL

English as a Second Language

PSY

Psychology

FIN

Finance

QSO

GSB

Foundation-level courses (no credit)

Quantitative Studies and Operations
and Project Management

GLS

Graduate Language Studies

RDG

Reading

HOS

Hospitality Business

SPED

Special Education

ICD

International Community Economic
Development

SPT

Sport Administration

TAX

Taxation

Accounting
ACC 500 Managerial Accounting (3 credits)
Students in this course study the accumulation of accounting information. The internal use of accounting for management planning, control and decision-making is emphasized.
Prerequisite: MBA 503 or equivalent.
ACC 550 Cost Accounting (3 credits)
This course provides a comprehensive study of the concepts,
procedures, and practices of accounting systems that record,
classify, and report cost data. These systems are designed to
aid in the cost-effective operation of for-profit and nonprofit
organizations. This course focuses on cost behaviors, alternative cost systems (job, activity-based, and process costing), and accounting tools for planning and control (e.g.
budgeting and variance analysis). Additional topics studied
would include relevant cost analysis for management decisions, cost/revenue allocation methods, inventory management, and transfer pricing. Prerequisite: MBA 503 or
equivalent.
ACC 610 Financial Reporting I (3 credits)
This course is the first in a sequence of three courses that
present a comprehensive study of the theory and practice of
financial accounting. These courses explain how to communicate the results of a business’s performance through the
proper preparation and presentation of financial statements
that adhere to Generally Accepted Accounting Principles
(GAAP) established in the United States. In Financial
Reporting I, students will study the conceptual framework
74

underlying financial accounting, the standard-setting bodies,
the accounting cycle and the proper preparation and presentation of three required financial statements — the income
statement, the balance sheet, and the statement of cash
flows. It discusses internal control and acceptable procedures for recording, expensing, and valuing short-term
assets. Prerequisite: MBA 503 or equivalent, or permission of
instructor.
ACC 620 Financial Reporting II (3 credits)
This course is the second in a sequence of three courses that
present a comprehensive study of the theory and practice of
financial accounting. These courses explain how to communicate the results of a business’s performance through the
proper preparation and presentation of financial statements
that adhere to Generally Accepted Accounting Principles
(GAAP) established in the United States. In Financial
Reporting II, students will study the rules and regulations for
recording, expensing, and valuing long-lived assets such as
property, plant and equipment, and intangibles. Students
will also learn how to maintain and present accounting
information for liabilities and stockholders’ equity.
Prerequisite: ACC 610 or equivalent.
ACC 630 Financial Reporting III (3 credits)
This course is the third in a sequence of three courses that
present a comprehensive study of the theory and practice of
financial accounting. These courses explain how to communicate the results of a business’s performance through the
proper preparation and presentation of financial statements

Course Descriptions
that adhere to Generally Accepted Accounting Principles
(GAAP) established in the United States. In Financial
Reporting III, students will look at intermediate and
advanced topics in financial reporting to include accounting
for investments, income taxes, pensions and post-retirement
benefits, leases, changes and error analysis, and accounting
for partnerships. Prerequisite: ACC 620.
ACC 640 Auditing (3 credits)
This course takes a comprehensive look at auditing and
assurance services that the accounting profession is expected
to provide in a post Sarbanes Oxley environment. Students
will review the Public Company Accounting Reform and
Investor Protection Act of 2002 and its impact on the professional and ethical standards of audit and assurance services. Participants will learn the audit process from
engagement planning and internal control evaluation to performing the financial audit and preparing the audit report.
Emphasis will be placed on planning in an electronic environment and the use of computer assisted audit tools and
techniques to gather evidence. Prerequisite: ACC 620.
ACC 646 Introduction to Forensic Accounting and Fraud
Examination (3 credits)
This course in fraud examination, sometimes called forensic
accounting, is designed to enable accounting and other business managers to become knowledgeable in fraud prevention, detection, documentation and investigation. It will
explore various types of fraud and the consequences of civil
versus criminal liability for such offenses. Prerequisites: ACC
620 and ACC 640, or permission of the instructor.
ACC 660 Controllership (3 credits)
This comprehensive course is designed to help financial
managers master the technical, financial, accounting and
people management skills necessary for the job of a corporate controller. Prerequisites: ACC 550 or equivalent and ACC
620 or equivalent, or permission of the instructor.
ACC 670 Accounting Information Systems (3 credits)
This course focuses on computer-based financial information systems and their integration into organizations’ total
information systems. Students examine accounting systems
in terms of inputs and outputs from the viewpoints of users,
controllers, auditors and designers. Topics include computer
hardware and software, systems analysis and design, database management systems, internal control, and specific
accounting and auditing computer applications.
ACC 680 International Accounting (3 credits)
This course focuses on accounting in the global marketplace
and reviews international accounting standards for financial
reporting and introduces and compares taxation and financial and managerial accounting issues in the international
environment. Prerequisite: ACC 500 or 6 credit hours of
undergraduate cost accounting or permission of the instructor or the area chair. Note: ACC 680 can be used as an international business elective.
ACC 689 Introduction to Forensic Accounting and Fraud
Examination (3 credits)
This course will develop the student’s understanding of what

forensic accounting and fraud examination is and how it pertains to both civil and criminal matters. The student will gain
a basic understanding of the characteristics of fraud, fraud
prevention and detection, investigative techniques, asset
recovery, and the use of information technology in this interesting and growing profession. Prerequisites: A bachelor’s
degree in accounting or business with an appropriate amount
and type of accounting courses as determined by the program
director. At least two years of practical experience in the
accounting area is required. Cohort version of ACC 646.
ACC 690 Advanced Topics in Financial Reporting
(3 credits)
This course is an examination of advanced topics in accounting, including SEC reporting, corporations in financial difficulty, multinational accounting and additional consolidation
reporting issues not covered in Financial Reporting II.
Prerequisite: ACC 630.
ACC 691 Detection and Prevention of Fraudulent
Financial Statements (3 credits)
This second course in forensic accounting and fraud examination examines the various types of fraud and its impact
on the financial information presented. The objective of this
course is to identify common fraud schemes and scams.
Participants in this course will learn how to review, detect,
and investigate possible financial statement fraud by
addressing such topics as income smoothing, off balance
sheet financing, fictitious sales/revenue, and understatement
of liabilities, just to name a few. Various techniques will be
used to explore substantive analytical procedures and to
assess the risks of financial statement fraud. Prerequisites:
A bachelor’s degree in accounting or business with an
appropriate amount and type of accounting courses as determined by the program director. At least two years of practical experience in the accounting area is required.
ACC 692 Interview Techniques and Legal Aspects of
Fraud (3 credits)
This third course in forensic accounting and fraud examination will acquaint the participant with interview principles
and techniques. Additionally, the participant will be exposed
to some of the legal aspects pertaining to the identification
and prosecution of fraud. Prerequisites: A bachelor’s degree
in accounting or business with an appropriate amount and
type of accounting courses as determined by the program
director. At least two years of practical experience in the
accounting area is required.
ACC 693 Investigating with the Computer (3 credits)
This fourth course in the Graduate Certificate will provide
guidance and knowledge for conducting investigations via
machine. The skills of the participant in this course will be
strengthened in such areas as identification of the types of
public records available to investigate; how to access the public records through databases; navigation of the Internet to
find useful material; the use of fraud-related software packages to detect and investigate possible fraudulent activities;
and the use of data analysis programs and spreadsheets to
detect fraud. Prerequisites: A bachelor’s degree in accounting
or business with an appropriate amount and type of account75

Southern New Hampshire University
ing courses as determined by the program director. At least
two years of practical experience in the accounting area is
required, in addition to the successful completion of the first
three courses in this graduate certificate program: ACC 689,
ACC 691 and ACC 692.

CED 523A Topics in CED (1 credit)
Community economic development emerging policy and
topics of current interest are discussed in summary in this
seminar. This course provides students an opportunity to be
exposed to emerging policy and issues in the field of CED.

ACC 700 Seminar in Accounting Topics (3 credits)
This is the capstone course for the Master of Science in
accounting program. It surveys topics and controversies in
accounting literature to help students appreciate the development and status of Generally Accepted Accounting Principles
(GAAP). The course requires a research project and a presentation on issues related to the practical application of accounting principles. Prerequisite: ACC 630 or ACC 640.

CED 531 Indigenous Economics (2 credits)
This course explores the relationships between Native
American communities and economies and the dominant
cultural and economic forces in the United States. The
course compares and contrasts traditional and contemporary
economic practices.

Community Economic Development
CED 400 Fundamentals of Accounting (0 credits)
(Foundation Course)
This noncredit course will introduce the fundamental concepts of accounting to students who may not have prior or
recent academic or business experience in this subject area.
Students who have never had an accounting course in their
undergraduate studies or who completed their course work
with less than a “B” should plan to take this course. The
primary objective of this course is to enable students to
develop fundamental skills in using and understanding
financial information and the accounting tools necessary for
the successful operation of any business or organization.
CED 507 Housing and Land Policy (2 credits)
Students examine the legal, institutional, economic, policy,
political and environmental factors that affect housing and
land policy and the development of affordable housing.
CED 521 Perspectives in International Development
(1 credit)
This seminar looks at the intermediary organizations that
bridge the gap between the state and multilateral (public)
organizations and the state and local, community-based (private) organizations. Selected participants in the international
CED program are invited to join members of the weekend
CED program to provide insight based on their perspectives
and experience.
CED 522 Microenterprise Development (2 credits)
Students will be introduced to the complex field of microenterprise development. There will be an in-depth analysis of the
many options for self-employment in communities with high
levels of poverty. We will explore the effectiveness of microenterprise programs as asset building strategies, and identify
the role of empowerment within these programs. Both domestic U.S. and international models will be explored.
CED 523 Topics in CED (2 credits)
Community economic development emerging policy and
topics of current interest are discussed extensively in this
seminar. This seminar course is designed for emerging topics and policy in the field of CED. It is not intended for topics routinely covered in the curriculum.

76

CED 533 Introduction to Business Development
Services: Making Markets Work for the Poor (3 credits)
At the international level, especially among donors involved
in development cooperation, there is an intense debate
underway on the best way to achieve a broad-based, highquality and affordable supply of services designed to help
improve the performance and consolidate the competitiveness of SMEs. These services are referred to as Business
Development Services (BDS). This discussion is gaining
momentum at a time when public funds are growing
increasingly scarce and the pressure to modernize SMEs in
developing countries is rising. The obvious failure of governments and donor agencies to significantly improve the supply of services for SMEs has led to a paradigm shift. The new
paradigm calls for the development of undistorted private
service markets rather than highly subsidized services provided by government agencies or international donors. As
regards the new paradigm, a number of key issues – both
conceptual and practical – remain unresolved, leaving the
practitioner with serious difficulties when it comes to
designing and implementing support programs.
CED 701 Introduction to Community Economic
Development (3 credits)
This is a foundation course in which we will examine the
values, issues, models and policy underlying the theory and
practice of community economic development (CED). The
course starts with an examination of the theoretical and conceptual framework for community economic development.
Participants will examine the range of economic challenges
confronted daily by residents of underserved communities.
The class will examine the practices, policies and strategies
of CED. We will look at how CED approaches the challenges
of job creation and retention, and community revitalization.
An overview of strategies such as asset building with individual development accounts and self-employment, and
community building with community loan funds, cooperatives, employment and training initiatives will be provided.
Project examples and participants’ own experiences will
serve as course materials along with the required readings.
Finally, we will review issues and challenges facing the field.
CED 702 Law and Community Development (1 credit)
Topics covered include legal structures and ways they clash
with cultures, the American legal system, selecting a legal
structure, the nonprofit corporation, taxation and organizational issues of unincorporated associations, and for-profit
and nonprofit corporations and their relationship to subsidiaries.

Course Descriptions
CED 702A Advanced Law and Community
Development (1 credit)
Students will study recent court cases and their effects on
community development organizations, tax laws, nonprofit
development organizations, legal issues of joint venturing
and syndication involving nonprofit development organizations. Prerequisite: CED 702.
CED 703 Managerial Accounting for CED (2 credits)
This course covers issues of fiscal management, financial
reporting, management control and internal and external
accountability for nonprofit development organizations.
Prerequisite: CED 400 or equivalent.
CED 704 Financing Community Economic Development
(2 credits)
This course covers issues concerning the operations and
policies of traditional and non-traditional financial institutions and how they affect community development projects
and organizations.
CED 705 Financial Management for CED (2 credits)
This course covers financial statements, ratio analysis, operations planning and making and understanding investment
decisions. Prerequisite: CED 703.
CED 706 Business Development (2 credits)
The planning and development of small business ventures is
a core element of CED strategy. This course covers the preparation of business plans, market analyses, financing sources,
basic financial statements in business planning and the
impact of business development on community needs.
Prerequisite: CED 705.
CED 707A Management and Leadership in CED (2 credits)
These courses cover the skills required for effective management in democratically controlled, community-based
organizations. Students undergo a self-analysis of their management styles and study models to be used to diagnose
organizations. Topics include strategic planning, personnel
management and board/staff responsibilities.
CED 707B Management and Leadership in CED (2 credits)
These courses cover the skills required for effective management in democratically controlled, community-based
organizations. Students undergo a self-analysis of their management styles and study models to be used to diagnose
organizations. Topics include strategic planning, personnel
management and board/staff responsibilities.
CED 708 Fundamentals of Cooperatives and Credit
Unions (2 credits)
A cooperative is a flexible model for creating community
owned institutions. This course covers the start-up of a cooperative, membership issues, legal issues, tax and security
issues, cooperative management systems and the educational components of cooperative development. Students
review various types of cooperatives, including worker, consumer, credit and housing cooperatives.
CED 709 Marketing, Fundraising and Promotion
(2 credits)
Nonprofit organizations must become more competitive to

survive. Students learn how to analyze their communities
and organizations in order to develop fundraising plans to
make them more self-sufficient. The focus is on fundraising
strategies.
CED 710 Housing Development (2 credits)
This course includes market analysis and housing needs
assessments, site selection and control, financial feasibility
reports, the selection of a development team, methods of
obtaining approval from various government entities, the
identification of public and private subsidies, and various
forms of ownership, including cooperatives and land trusts.
CED 712 Information Technologies and Community
Economic Development (2 credits)
Information technology and online communication can
strengthen local capacity to mobilize resources. Benefits
such as peer-to-peer exchanges have enhanced professional
and institutional development and the provision of services.
This course provides participants with the opportunity to
undertake independent research on the best practices for
using information technology in low-income communities.
CED 717 Independent Study (1 to 2 credits)
Independent Study must be approved in writing by academic
advisors prior to registration.
CED 718 Nonprofit Management (2 credits)
A skills course in organizational analysis designed as an integrative experience for advanced graduate students.
Approaches Nonprofit Management from the perspective of
what effective NGOs do well in core functions: organizational mission and governance; corporate structure and
management practices; revenue performance and sustainability; and contributions to CED. Student teams will use a
survey instrument to query a client, develop an organizational analysis and prepare a summary report outlining
action recommendations. Prerequisites: CED 707A & B or
ICD 515 or equivalent.
CED 722 Negotiation Strategies (1 credit)
This course covers negotiation techniques and strategies for
CED organizations and practitioners.
CED 723 Training of Trainers (2 credits)
This course covers the principles and methods of adult education. Equipping participants with the ability to become
effective trainers in their communities is emphasized.
CED 724 Marketing Strategies (2 credits)
The purpose of this course is to provide students with a
detailed understanding of marketing as a total system of
interactive business activities. The focus is marketing strategies as they relate to the planning, promoting, pricing and
distribution of goods and services in a market economy.
CED 725 Faith-based Community Economic
Development (2 credits)
This is the first of two courses designed to prepare leaders
interested in promoting faith-based community economic
development in their communities. The course examines different approaches and provides examples of successful faithbased community economic development models.
77

Southern New Hampshire University
CED 726 Strategic Management of Faith-based CED
(2 credits)
This course is the second in a two-course sequence in faithbased community economic development. Students examine
legal, structural and governance issues as they relate to community participation and the funding of faith-based initiatives. Prerequisite: CED 725.
CED 728 Development of Cooperatives (3 credits)
This course seeks to enhance students' understanding of
cooperatives through a field based internship with a cooperative organization. Students will have the opportunity to
work as an intern in a development project or activity with
a regional or national development organization such as the
Cooperative Development Institute or the National
Cooperative Banks Development Corp. Internships may be
practical or entail research for a cooperative or support
organization. Prerequisite: CED 708 or ICED 708.
CED 729 Management in Cooperative Organizations
(3 credits)
This course seeks to enhance participants' understanding of
the internal structure and governance of cooperatives and
build their skills for management and governance roles in
the operation of a cooperative. It will also develop their
understanding of the external pressures that affect cooperatives due to globalization and regulatory pressures for mergers and management controlled boards, demutualization and
consolidations in sectors such as credit unions and agriculture. This course has been designed to review the characteristic organizational and governance features of cooperatives
and to examine best practice case models.
CED 730 Community Organizing and CED (2 credits)
Community economic development often requires an understanding of community organizing to successfully involve
the community in the development process. This course
acquaints participants with different models of community
organizing. It also trains participants in specific organizing
skills that can be used in their work as CED practitioners.
CED 731 Diversity in Organizations (1 credit)
Diversity issues have profound implications for the work of
CED practitioners. This course uses the CED class as a lab
to help students develop a broader understanding of diversity issues within CED organizations.
CED 732 Research Methods in CED Management
(3 credits)
Topics include problem definition; development of research
questions with a focus on performance evaluation; literature reviews; quasi and non-experimental research designs;
survey research (including sampling, questionnaire design,
index construction); qualitative research, case study and systematic observational designs; community needs assessment
methods; experimental designs in evaluation research; integrated Multi-Method research designs.
CED 733 Quantitative Analysis in CED Management
(3 credits)
Topics include variable definition, scaling and measurement;
descriptive statistics, including rates, ratios, proportions,
78

one-way frequency distribution with grouped data, and how
to present and interpret data tables; statistical inference;
hypothesis testing; nonparametric techniques including
cross-tabulations; correlations; linear and multivariate
regression; qualitative data reduction and analysis; integrating qualitative and quantitative data for Multi-Method analysis. Students will learn data management techniques, data
set creation, and secondary data analysis using SPSS software. Prerequisite: CED 732.
CED 734 Managerial Economics for CED (3 credits)
This course is a survey of basic economic principles and
their applications to community and public projects. The
course is designed to equip students with a working understanding of managerial economics to be used throughout
their careers.
CED 735 Human Resource Management for CED
(3 credits)
This course is a survey of philosophy, approaches, and systems of managing people in government and nonprofit
organizations. It includes historical developments, personnel
management practices and behaviors, and current issues. It
examines job design, recruitment, classification, compensation, training, evaluation, and labor-management relations
functions.
CED 750 Affordable Housing Development (3 credits)
A comprehensive introductory course designed to provide
students with a working understanding of the affordable
housing development field. Students will learn to assess the
pros and cons of real estate, discuss project assessment, feasibility, acquisitions, financial issues, construction, marketing, and pre-leasing, using examples and exercises. The
course will review the use and compliance of the lowincome housing tax credit program, nonprofit housing management issues, and introduce students to the Home
Program. Students will be instructed in how to maximize
housing partnerships and how to present deals to lenders.
Recommended follow-up course: CED 751. This course is
for NW America Credit transfer students only.
CED 751 Affordable Housing Development (3 credits)
A follow-up comprehensive introductory course designed to
provide students with a working understanding of the affordable housing development field. Students will learn project
assessment, feasibility, acquisitions, financial issues, construction, marketing, and pre-leasing, using advanced examples and exercises. Students will review low-income housing
tax credit compliance, nonprofit housing management
issues, and use of the Home Program and housing partnerships. Prerequisite: CED 750. This course is for NW America
Credit transfer students only.
CED 752 Community Building Principles (3 credits)
This course is an introductory course in community building
and organizing. It reviews the importance of community
building, its meaning, and how sharing and strengthening
common values can help create stronger neighborhoods.
CED 752 provides a basic understanding of community
building and organizing, characteristics of success, definitions, and the principles of implementing and integrating

Course Descriptions
community building into community revitalization initiatives. Recommended follow-up course: CED 753. This course
is for NW America Credit transfer students only.
CED 753 Community Building Strategies (3 credits)
This course is a follow-up course in community building and
organizing. It reviews strategies to help community residents
learn how to work together as a team, build confidence and
friendships, trust their institutions, solve problems, develop
leadership, and strengthen the capacity of community members. Prerequisite: CED 752. This course is for NW America
Credit transfer students only.
CED 754 Community Economic Development Strategies
(3 credits)
A comprehensive community development strategy must
improve the local economy, create an environment that supports growth of local businesses, provide opportunity for
entrepreneurs, improve the employment skills of residents,
match those skills with the workforce needs of employers,
and develop physical facilities, infrastructure, or commercial
centers that foster a sense of place for the community. CED
754 is an introductory course in Community Economic
Development. It provides the theoretical framework, and lays
the foundation for non-housing strategies aimed at increasing
the economic benefit of low and moderate-income communities and other disadvantaged populations. It seeks to show
participants how to effectively utilize available financial and
technical tools to strengthen resident workforce, invigorate
local businesses and energize a neighborhood economy. This
course is for NW America Credit transfer students only.
CED 755 Community Economic Development Tools
(3 credits)
This course seeks to provide participants with specialized
tools and skills needed to design and carry out successful
economic development initiatives: how to effectively use
financial and technical tools to strengthen resident workforce, invigorate local businesses and energize a neighborhood economy. Discussion covers methods to increase
income levels of residents by improving their skills and
growing jobs; lower cost and better access to basic goods
and services; an improved infrastructure and better community facilities; a more vibrant, active and innovative business
environment; a safer and more attractive neighborhood. This
course is for NW America Credit transfer students only.
CED 756 Real Estate Construction Management
(3 credits)
This course is a comprehensive introductory course which
provides students with a working understanding of real
estate construction management practices, including specification writing and cost analysis; cost estimating on rehabilitation projects; compliance and liability issues in
specification writing; contract management; inspection techniques; field supervision; AIA contracting and document
management; blueprint reading; and construction process
management. This course is for NW America Credit transfer
students only.
CED 757 Real Estate Property Management (3 credits)
This course continues the work carried out in CED 756 in

laying the foundation for understanding construction and
production management through the teaching of construction-industry standards and practices. It examines technological advances in the construction industry and their possible
application in the rehabilitation and construction of affordable and market-rate housing. The program of study emphasizes a hands-on approach, combining lecture with case
studies, site visits, small-group exercises and other participatory methods. This course is for NW America Credit transfer
students only.
CED 758 Community Lending Strategies (3 credits)
This course is a comprehensive introductory course which
focuses on fundamental home-ownership development
strategies for low- and moderate-income communities. By
the end of CED 758, students will be able to: determine the
components that make for successful long-term home ownership; raise home-ownership rates among modest-income
families by removing barriers through appropriate education and financing; stabilize families and communities by
increasing home ownership locally; and improve the quality
of home-ownership services provided by their agencies. This
course is for NW America Credit transfer students only.
CED 759 Community Lending Tools (3 credits)
This course is a comprehensive course which focuses on
fundamental home-ownership development strategies for
low- and moderate-income communities through homebuyer education, housing counseling, and community lending. By the end of CED 759, students will be able to: design
and deliver a comprehensive pre- and post-purchase homebuyer education program that supports homebuyers before,
during, and after the home purchase; develop an effective
housing counseling program that eliminates barriers to home
ownership and offers alternatives to foreclosure; understand
the process and regulations of mortgage lending; and identify flexible loan products that meet the individual needs of
their customers. This course is for NW America Credit transfer students only.
CED 760 Management and Leadership Strategies
(3 credits)
This course is a comprehensive course which, together with
CED 761, provide the theoretical framework, specialized
tools, and technical skills necessary to successfully lead a
dynamic community development organization in an everchanging and increasingly competitive environment. This
course is designed to help the students: develop strategies
to improve their strategic, personnel, and operational management capabilities; understand organizational position,
including current and optimal direction, and the partners
needed to reach organizational goals; increase outcome
effectiveness by creating results-oriented goals and incorporating evaluation tools; and create strategic and business
plans that are responsive to ever-changing and increasingly
competitive environments. This course is for NW America
Credit transfer students only.
CED 761 Management and Leadership Tools (3 credits)
This is a comprehensive course which, together with CED
760, provide the theoretical framework, specialized tools,
and technical skills necessary to successfully lead a dynamic
79

Southern New Hampshire University
community development organization in an ever-changing
and increasingly competitive environment. This course is
designed to help the students: oversee and ensure effective
financial management; implement appropriate human
resource management and financial resource development
strategies; enhance skills to exercise leadership for increased
impact and effectiveness; and mobilize communities toward
positive change by making the best use of available
resources. This course is for NW America Credit transfer students only.
CED 762 Neighborhood Revitalization Strategies
(3 credits)
This course and CED 763 are part of a sequence that provides the theoretical framework, specialized tools, and technical skills necessary to design and carry out successful
neighborhood revitalization. This course is designed to help
the students develop and implement strategies that will:
increase the capacity of residents and other stakeholders to
manage neighborhood change; increase residents’ confidence and participation in their neighborhood’s future; stimulate demand for housing and other investment
opportunities in weak-market neighborhoods; and support
development of healthy, mixed-income neighborhoods. This
course is for NW America Credit transfer students only.
CED 763 Neighborhood Revitalization Tools (3 credits)
This course and CED 762 are part of a sequence that provides the theoretical framework, specialized tools, and technical skills necessary to design and carry out successful
neighborhood revitalization. This course is designed to help
the students develop and implement strategies that will: create and preserve affordable housing in hot markets; cultivate
collaborations to promote and sustain revitalization; and
lead to more livable neighborhoods. This course is for NW
America Credit transfer students only.
CED 765 Community Development Credit Unions I
(3 credits)
In this course students will develop skills for management of
a credit union. Credit unions are subject to government regulation. They are also financial institutions. To effectively
run a credit union, the management skills include how to
manage the loan process, financial ratio analysis, and credit
union regulation. This course goes beyond the basics of how
to effectively manage a cooperative. The course content will
include: credit union history and philosophy, credit union
management, credit union regulation, the lending and loan
granting process, recruitment of volunteers, asset building,
building your credit union.
CED 766 Community Development Credit Unions II
(3 credits)
In this course students will further develop skills for management of a credit union. Credit unions are subject to government regulation. They are also financial institutions. This
course builds on skills developed in Community
Development Credit Unions I. Advanced topics in this course
include: mortgage lending, secondary mortgage markets,
best practices in overcoming predatory lending, marketing
strategies for serving low and moderate income communi80

ties, succession planning, disaster preparedness, serving the
disabled and advanced issues in credit union regulation.
Prerequisite: CED 765.
CED 767 Effective Cooperative Business Development
(3 credits)
In this course students will develop skills as developers of
cooperatives. They will have an opportunity to engage with
other practitioners working in the field. In the course we will
discuss the skills and key development steps required for the
successful development of cooperative businesses. The
course will include case studies and tours to local co-ops to
detail the practical applications of the development steps
and methodologies. The course content will cover: cooperative history, principles and economics; comparative business
models; critical development steps; building stakeholder
capacity; feasibility analysis and business planning; co-op
finance, equity, law; co-op governance and management;
and resources and keys to success.
CED 791 Project Design in CED (4 credits)
Community economic development practice relies on effective project planning and management. CED 791 is the first
in a 4-course Projects sequence. Over two years, students
will define community needs objectively, design a CED project, implement it, document their experience, evaluate
impact, and present their work to the academy as a Master’s
thesis. Throughout, students will remain in contact with
peers and faculty online, and post and review their work
using distance education software; peer learning is a key element of the Projects curriculum. This semester, students will
identify a community problem or issue, research the issue
online and through library methods, analyze the issue in
consultation with colleagues and community stakeholders,
and develop a preliminary project design. Computer software competencies include Blackboard,™ word processing,
spreadsheets for budgets and proformas, and graphics programs, library and Internet search engines. Topics covered
include; literature reviews, research designs, stakeholder
analysis, focus group discussions, surveys, sampling, questionnaire designs and descriptive statistics procedures.
CED 792 Project Planning in CED (4 credits)
This course is the second in a 4-course Projects sequence.
This semester students refine their project design skills, and
prepare a formal proposal as if to a national foundation or
intermediary, and present it to the Academy. Students will
objectively identify community needs, set forth a problem
statement, propose an intervention strategy objectively supported by analyses and relevant literature on best practices,
detail project goals and objectives, set forth the methods and
timeline the activities for achieving objectives. Students learn
how to incorporate MIS, monitoring and evaluation tools into
a project plan. All work is regularly posted and reviewed
online by peers. Added computer software competencies
include data graphics, organizational charting, Gantt charting, and PowerPoint presentations. Prerequisite: CED 791.
CED 793 Project Management in CED (4 credits)
This course is the third in a 4-course Projects sequence. In
this second year participants will implement their project in

Course Descriptions
a community, document their experiences and evaluate their
impact. This semester addresses the project implementation
phase of the sequence, which starts in the summer and
extends through the 3rd and 4th terms. Implementation will
follow the project goals, objectives and activity timeline set
forth in the proposal. Regular progress reports and class presentations are required to monitor and track project implementation and management. All work is regularly posted
and reviewed online by peers. Added computer software
competencies include project tracking and Gantt charting
using Microsoft Project. Prerequisite: CED 792.
CED 794 Project Evaluation in CED (4 credits)
This course is the final course in the Projects sequence. It
focuses on impact evaluation and reporting. By year’s end,
participants will complete a project evaluation, prepare and
submit a final written report that describes the project, its
objectives, methodology and actual activities, and includes
in-depth analyses, conclusions and recommendations for
further project work. Regular progress reports and class presentations are required to monitor and track project impact
evaluation and closure. All work is regularly posted and
reviewed online by peers. Topics covered include: descriptive
statistics for data analysis, hypothesis testing, evaluationconceptual frameworks, prioritizing objectives, hypotheses
setting, establishing indicators, and review of selected CED
evaluation tools. The final project report is presented to the
Academy and becomes the student’s Master’s thesis. Added
computer software competencies include Adobe Acrobat
Writer. Prerequisite: CED 793.

Community Economic Development
Doctoral Courses
CED 801 Research Design (3 credits)
Introduction to research design and methods will focus on
critical thinking, research techniques, and adopting a unifying theory for research. Content includes theory of research
(concepts, types of validity, design, and an analytic framework to review research findings); the practice of research
(formulating researchable questions, operational variables,
literature review) including applications to CED theory, policy and practice; sampling, measurement, analysis; critique
of CED research design in policy, evaluation and applied
studies; and reporting research studies. A parallel CED 801
Lab in Statistics/SPSS is required. Prerequisite: Graduatelevel Statistics, or MAT 220.
CED 802 Survey Research Methods (3 credits)
Survey Research Methods covers the quantitative survey
process with broad applications to CED theory, policy,
assessment and applied research. Content includes project
design and sampling, concept operationalization and question formulation, instrument design, piloting and pre-testing survey instruments, interviewer training, manual and
computer coding/editing, data processing, sources of error
and ways of minimizing error, survey program management,
ethics working with human subjects, IRBs, reporting survey
research results. A parallel CED 802 Lab in Nonparametric
Statistics/SPSS and survey analysis is required. Prerequisite:
CED 801.

Southern New Hampshire University
national development theory, and their regional perspectives.
The course examines approaches to understand how development theories translate into CED policy and practice, and
encourages debates about CED from the perspectives of
urban planning theory, social inequality, and social change.
CED 811 Political Economy (3 credits)
This course surveys the history of social development as a
background of social theory. It introduces students to the
historical and theoretical political economy background to
graduate studies in community economic development.
Topics include the expansion of markets in Europe, agricultural transformation, discoveries, European domination of
world trade, colonization, industrialization and urbanization, the church and the community, the state and the
nation, and treatment of poverty and related institutions in
different periods in history.
CED 812 Social Theory (3 credits)
This course establishes a foundation in critical theory for
exploring the interdisciplinary theoretical domains relevant
to the study of community economic development. Drawing
on the dualities of agency and structure, micro and macro,
and the individual and society, we examine theories of
poverty, social capital, democratic organization and civil
society, globalization and the social economy. The understanding of theory and its role in the development of policy
is also considered. Prerequisite: CED 811.
CED 813 Community Economic Development Theory
(3 credits)
This course builds on the previous theory courses.
Participants will begin to formulate a basic theory of community economic development (CED). As part of developing
a theory we will define a series of questions that must be
addressed in the theory. We will also examine those theories that most closely relate to issues raised in community
economic development, including: market theory, theories of
poverty, location and space theories, political theories and
“organic” theories based on the observation of practice.
Given that CED draws on a wide variety of disciplines, the
field is not suffering from a lack of theory. Many theories
may apply to the field of community economic development.
The goal of this course is to examine a variety of theories
related to CED and better understand their relationship to
the practice of CED. Prerequisite: CED 812.
CED 814 Contemporary Economic Theory (3 credits)
This is an introductory survey course on economic theory,
economic principles, and their application to community
economic development policy and strategy. It is designed to
equip advanced students with an understanding of applied
economics. Students will examine the economic problems
faced by communities and explore analysis, policy and practice strategies to address them. Emphasis is given to domestic and international economic development issues affecting
underdeveloped and developing countries. Students with a
strong graduate-level background in economics and CED
may request waiver of this course.
CED 815 Social Inequality (3 credits)
Social inequality is at the core of community economic development policy and practice. Therefore, this course is designed
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to make a major contribution to the professional preparation
of doctoral and advanced M.A. students. We will achieve this
by means of a thorough review of the current literature and an
examination of how social scientists, policy makers, and practitioners conceptualize and address (or fail to address) social
inequality. The basic premise of this course is that any doctoral dissertation in CED policy and research must address, at
some level, social inequality. In this context, students will
benefit from a course devoted to the major problems which
they will be addressing in their dissertation work.
CED 851 Seminar in CED (3 credits)
This course involves the development and presentation of
students’ papers and the quality of discussions in the classroom setting. Occasionally, visitors and faculty will also
present papers for discussion.
CED 858 Policy Analysis and CED (3 credits)
Policy Analysis and CED addresses linkages among public,
social and economic policies constituting the policy environment of CED. A review of theoretical approaches to policy
analysis is covered. Case studies of environmental, health,
educational, urban and poverty policies are presented. The
government’s role in the main domains of social programs,
social regulation in consumer protection and protection of
civil rights will be analyzed, as will the influence of grassroots politics, social movements and organizations on the
policymaking process and policy outcomes.
CED 859 Advanced Policy Analysis and CED (3 credits)
This is the second of a two-part sequence on policy analysis.
This sequence aims to provide a solid theoretical foundation
for policy analysis from a CED perspective at national and
international levels, and an applied foundation based on the
skills for conducting policy analysis and sharpening the analysis of policy choices. It will present a framework that locates
policy design within the larger study of politics, policy making
and democracy. Students will analyze the role that social constructions have in determining the characteristics of policy
designs. Students will also examine rationales for public policy, including market failure, and complementary analysis of
government failure. Methods for identifying policy problems,
establishing evaluation criteria, and selecting policy alternatives will be advanced. Prerequisite: CED 858.
CED 860 Transformation of Development
Organizations (3 credits)
This is a foundations course in nonprofit planning for experienced nonprofit managers. This course provides the underpinnings of nonprofit strategic planning and strategic
management. It addresses the theory and practice of strategic planning, planned change, and strategic management in
the organizational development of nonprofit development
organizations, with a particular focus on community-based
development organizations (CBOs) in the United States and
nongovernmental organizations (NGOs) in the international
arena. The connections between political and managerial
approaches to organizational development and planned
change will be considered. Participants are expected to
engage in a strategic planning or planned change program in
their work organizations or to support such work in other
development organizations.

Course Descriptions
CED 861 Nonprofit Management (3 credits)
This is a foundations course in nonprofit management for
experienced nonprofit managers. It approaches nonprofit
management from the perspective of what effective community-based development organizations (CBOs, CDCs) and
nongovernmental organizations (NGOs) should do well. The
course is designed as an integrative experience for advanced
graduate students to enhance both theoretical and practical
knowledge. It presumes familiarity with nonprofit management, public administration, program planning, the role of
volunteer boards, staff and community stakeholders.
Prerequisite: M.S. students need CED 707A & B or ICD 515 or
its equivalent, and instructor permission.
CED 862 Organizational Analysis for CED (3 credits)
This is an advanced skills-based course in quantitative organizational analysis for experienced nonprofit managers. It presumes familiarity with nonprofit management or public
administration, and approaches nonprofit management from
the perspective of what effective community-based development organizations (CBOs, CDCs) and nongovernmental
organizations (NGOs) do well in core functions: organizational
mission and governance; corporate structure and management
practices; revenue performance and sustainability; and contributions to CED. Student teams will use a survey instrument
to query a client; develop an organizational analysis; prepare
a professional report outlining action recommendations, and
present it to the client. This is an advanced course in the nonprofit management specialization, and acts as an elective in
the doctoral methods sequence. Prerequisite: CED 861.
CED 863 Civil Society, Social Capital and Participation
(3 credits)
This course focuses on the theme of â&#x20AC;&#x153;civil societyâ&#x20AC;? and how
it relates to social capital and participation in the CED policy and practice arena. The purpose is to locate the concept
of civil society in Smith, Marx and Weber, and make
extended incursions into their respective studies of civil society. Armed with a familiarity with their original writings,
students will be able to evaluate these references as well as
draw their own. The course also seeks to historize the concept of civil society to further the analysis of its current conceptualizations and practice.
CED 864 Advanced Financial Analysis for CED (3 credits)
This is an advanced skills-based course in nonprofit management for experienced nonprofit managers. It approaches
nonprofit management from the perspective of what effective community-based organizations (CBOs) and nongovernmental organizations (NGOs) do well in core financial
functions. It includes financial analysis techniques to assess
revenue performance, operational stability and long-term
sustainability. This course is part of the nonprofit management specialization. Prerequisite: CED 861.
CED 865 Advanced Nonprofit Management (3 credits)
This is a course in strategic management and planned
change management. It covers managerial principles and
tools used in the development, implementation, and review
of strategy for organizations, and the role of organizational
leadership in managing continuous and planned change.
Topics in strategic management include internal and external

environmental analysis; value, competition, and strategic
choice; strategic positioning; and implementation and control issues. Topics in planned change management include
models and theories of leadership, leading organizational
culture, effective leadership models, theories and applications of change management, and leading and sustaining
change. Prerequisite: CED 861.
CED 866 Globalization, States and the Community
(3 credits)
The ever-changing relationship between globalization, states
and communities is addressed in this course, and framed in
terms of CED policy and practice.
CED 881 Independent Study (3 credits)
Enrollment in this course requires the written permission of
the Academic Coordinator or the Associate Director of the
School.
CED 890 Dissertation Seminar Doctoral Continuation
(0 credits)
CED 890 is a doctoral continuation registration for all doctoral students who have taken the dissertation seminar
sequence but have not completed a pre-dissertation proposal
nor the comprehensive exams. CED 890 registration is under
the studentâ&#x20AC;&#x2122;s dissertation seminar faculty. Students generally
register for doctoral continuation to remain in status while
they prepare a pre-dissertation proposal.
CED 890A Dissertation Seminar (3 credits)
This is the first course in a sequence designed to prepare students for the doctoral dissertation proposal. Students are
guided to develop a draft dissertation proposal (dissertation
pre-proposal) to coincide with completion of their coursework. This approach seeks to move students from coursework and comprehensive exams to dissertation, avoiding a
long independent search for a dissertation topic. This seminar
helps first year students gain familiarity with doctoral dissertation policy and expectations, identify and define a suitable
research problem, begin to frame ideas into researchable
questions, and conduct preliminary/exploratory reviews of
the literature. It is driven by the interests and needs of participants, who will present and discuss their work, or invite
guest researchers to share their experiences in CED research,
thereby learning from their own projects and from the problems and solutions of other researchers. The seminar
includes readings, presentations and active participation.
CED 890B Dissertation Seminar (3 credits)
This is the second course in a sequence designed to prepare
students for the doctoral dissertation proposal. This
approach seeks to move students from coursework to dissertation, avoiding a long independent search for a dissertation topic. This seminar helps first year students to define a
suitable research problem, begin framing their ideas into
researchable questions, and to refine their research plans by
developing a comprehensive review of the literature and a
narrative that clarifies the intellectual history of their
research problem in theoretical and methodological terms.
It is driven by the needs of participants, who will present
and discuss their work, or invite guest researchers to share
their experiences in CED research, thereby learning from
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Southern New Hampshire University
their own projects and from the problems and solutions of
other researchers. The seminar includes readings, presentations and active participation. Prerequisite: CED 890A.
CED 891 Doctoral Continuation (0 credits)
CED 891 is a doctoral continuation registration for all doctoral students who have completed comprehensives, and are
supervised by a dissertation committee chair. CED 891 registration is under the student’s dissertation committee chair,
who monitors timely progress of dissertation research.
Students generally register for doctoral continuation prior to
registering for their dissertation defense (CED 895).
CED 892 Advanced Dissertation Seminar (3 credits)
This is the third course designed to prepare students for the
doctoral dissertation proposal. These seminars help students
integrate the content of methods courses, and acquire the
tools for a dissertation proposal: dissertation policy and
expectations, analysis of research trends, critical literature
review, framing feasible problems and the research question,
effective research design, rigorous analysis, the mechanics of
reporting research findings, and a 10-page dissertation preproposal to coincide with completion of their coursework.
CED 892 is designed to help students refine their research
ideas by developing a research methodology to address their
theory, research questions and hypotheses. It includes readings, presentations and active participation. Prerequisite:
CED 890B.
CED 893 Advanced Dissertation Seminar (3 credits)
This is the fourth course designed to prepare students for the
doctoral dissertation proposal. It also includes a fourth and
final Lab in SPSS/Statistics with a focus on multivariate procedures. This seminar helps students integrate the content of
methods courses with an emphasis on effective research
design, a rigorous analysis plan, the mechanics of reporting
research findings, and a 10-page dissertation pre-proposal.
Once students complete comprehensive exams, they use the
10-page dissertation pre-proposal to work with a Dissertation
Committee Chair and Committee to craft a full dissertation
proposal. It includes readings, presentations and active participation. Prerequisite: CED 892.
CED 894 Dissertation Proposal (0 credits)
CED 894 is a registration for doctoral students who are
supervised by a Dissertation Committee Chair, working with
an approved Dissertation Committee, and ready to present
and defend their dissertation proposal. This course is registered under the student’s Dissertation Committee Chair the
semester that the dissertation proposal hearing is planned.
Prerequisite: Permission of the Dissertation Committee Chair
and the Doctoral Program Chair.

84

CED 895 Doctoral Dissertation (3 credits)
CED 895 is the final required registration for all doctoral students who are supervised by a Dissertation Committee Chair,
working with a Dissertation Committee, have an approved
dissertation proposal, and are ready to present and defend
their dissertation. This course is registered under the student’s Dissertation Committee Chair the semester that the
dissertation defense hearing is planned. Prerequisite:
Permission of the Dissertation Committee Chair and the
Doctoral Program Chair.

Child Development
(All DEV, EDU, MBE, RDG and SPED courses may require students to complete off-campus field experience.)
DEV 520 History and Philosophy of the Child Study
Movement (3 credits)
The student is exposed to the historical, cultural and philosophical foundations of child development theory and practice. The work of Rousseau, Freud, Froebel, Montessori,
Pestalozzi, Dewey, among others are examined. The history
of early childhood programming as a distinct field outside
of formal educational institutions as well as the role of programming within formal education is covered. Tensions in
educational philosophy and approach between the early
childhood community and the larger educational community
are examined in depth. Students begin to develop the necessary skills for a scientific and dynamic understanding of
child development. Such skills will assist students in the
formation of informed independent opinions and a well integrated perspective.
DEV 540 Language and Cognitive Development
(3 credits)
The purpose of this course is to provide students with an
understanding and a working knowledge of both the content
and processes of cognitive and language development in children from birth through eight years of age. The primary
focuses of the course are understanding different theoretical
frameworks: (1) examining sequences and variations in the
processes of cognitive change; (2) the interaction between
the child and the social context; (3) the interaction of cognitive development with children’s symbolic representation of
knowledge particularly language development; and (4) the
role of play in the development of cognition and language.
Students learn how to conduct and report observations of children’s thinking and learning. They also learn to apply different theories of cognitive development and to recognize their
implications for practice with children of differing needs and
abilities in a range of programs in culturally diverse settings.
DEV 543 Cognitive Development of Adolescents and
Adults (3 credits)
This course provides in-depth study of psychological theories and research focusing on learning and development in
adolescence and adulthood.
DEV 545 Psychosocial Development (3 credits)
This course focuses on young children’s emotional and
social development from birth through age eight, stressing
the interaction of biological, psychological, and social forces.
Major themes include how young children experience themselves and others; the role of parents, families, caregivers,
peers, and teachers in children’s psychosocial development;
and the socialization of young children to respond adaptively to the contexts and cultures they live in. Students are
expected to acquire a working knowledge of the emotional
and social domains of development through the integration
of natural observation of infants, preschoolers, and schoolaged children with relevant theory and research.

Course Descriptions
DEV 547 Personality Development (3 credits)
This course focuses on the facts and principles of personality study and nature of personality, its structure, development, expression, and measurement. Exposition and
evaluation of personality study methods with critical review
of traditional and modern theories of personality is required.
DEV 550 Administration of Child Development
Programs (3 credits)
This course provides students with skills in supervising and
administering child development programs. Basic competencies of administrators are reviewed, such as law, licensing,
personnel, budgeting, and corporate structures. Students
are also introduced to governmental and non-governmental
structures, public funding and grant writing.
DEV 560 Family and Culture (3 credits)
This course considers how family and culture influence child
development including family structures, sibling relationships, parenting behaviors, children’s special needs, family
violence, diversity in educational settings and the relations
between family and community. Students explore their own
and other’s cultural influences through the lens of diverse
cultural perspectives. The challenges faced by children and
families from a variety of cultures and socio-economic backgrounds including communication, interaction, education,
and societal norms will be examined from the role of the
practitioner. Research informs student projects in which a
particular aspect of culture is studied in depth. Ten hours of
field experience is included.
DEV 565 Play (3 credits)
This course provides students with an understanding of the
critical role play has in a child’s life. Play is the primary means
for learning and development, an important method of assessment and a tool for intervention. Students learn how to assess
play between a child and a parent/adult, a child within a
group, and a child’s solitary play. Prerequisite: DEV 560.
DEV 570 Developmental Psychopathology (3 credits)
This course will examine the development of psychiatric disorders in children, adolescents, and adults. Students will
become familiar with diagnostic systems and how to use
them to inform practice.
DEV 601 Child Assessment (3 credits)
This course provides students with a basic understanding of
the assessment of young children from birth to eight years of
age. The primary goals for the course are (1) the purposes
and processes of a variety of assessment methods currently
used to evaluate learning and development of young children and (2) challenges in assessing young children from
developmental, educational, psychological, and cultural perspectives. Students will learn principles of appropriate
assessment, acquire a working knowledge of basic measurement concepts, and gain understanding of the methods of
interview, observation, standardized testing, and alternative
assessment approaches for young children. Prerequisite:
DEV 560.

DEV 610 Practicum (3 credits)
Students are required to develop and implement two products and/or experiences and document a leadership role in
the area of concentration. Students complete a detailed proposal or plan of study on their goals, product, audience, follow-up, etc., for this practicum. The purpose of this
practicum is to encourage the student as a researcher, clinician, and leader in child development and to encourage the
integration and application of course work. This 12-month
practicum is completed under the supervision of a field
supervisor and the student’s advisor.
DEV 615 Internship (3 credits)
This 12-month practicum provides advanced counseling
experience under supervision in a school setting and
through attending an on-campus seminar. Students will continue to gain expertise in planning, implementing and evaluating clinical interventions in the school and community.
Prerequisite: DEV 610.
DEV 650 Mental Health Internship (3 credits)
Students wishing to continue their studies and pursue licensure as a mental health counselor are required to take a third
practicum. During this practicum, students will continue to
refine their skills as clinicians working with children, families, and/or adults. The total number of hours required for
this practicum will be factored on an individual student
basis based on prior course and fieldwork experience.
DEV 699 Child Development Practicum (3 credits)
The practicum is a culmination of a student’s field experiences. It consists of a minimum of 150 clock-hours in the
field and is accompanied by seminar meetings to provide
opportunities for the analysis, evaluation and discussion of
field experience.

D.B.A. Doctoral Courses
DOC 890 Doctoral Colloquium (3 credits)
The doctoral colloquium provides a forum for students to
discuss their dissertation research and to help monitor
timely progress toward completion of the dissertation. After
completing research and the final draft of the dissertation
and receiving the approval of the chairperson, the student
makes an oral presentation defending his or her dissertation
for the committee and any other interested individual.
Approval of all members of the dissertation committee is
necessary for successful completion of the doctoral program.
Students generally register for a minimum of three terms of
doctoral colloquium.

Economics
ECO 500 Managerial Economics (3 credits)
Managerial economics involves applying economic theory
and using the tools of decision science to examine how an
organization can achieve its objectives most efficiently in the
face of constraints. Prerequisites: QSO 510 and MBA 502 or
equivalent.

85

Southern New Hampshire University
ECO 610 Fiscal and Monetary Policies and Practices
(3 credits)
Students in this course examine the performance of the
national economy and its impact on a firm. Students analyze
the formulation and impact of monetary and fiscal policies
and their relationships with money and capital markets.
Prerequisite: MBA 502 or equivalent.

Field-based Graduate Program in Education
(On Location)

EDGR 625 Teaching and Instructional Technology
Applications (3 credits)
This second-level course intensifies the effort to determine
the best processes for integrating varying forms of instructional technology into different disciplines and environments
on behalf of students.

EDGR 600 ProFile Seminar (1 credit)
This seminar is taken at the start of the program and is a prerequisite for admission into the graduate program. Students
determine how the program best serves their professional
goals and meet with faculty to determine whether these
goals can be met. Students in this seminar are oriented to the
program and begin to shape their courses of study and future
integrative activities.

EDGR 630 Dimensions of Assessment and Evaluation
(3 credits)
How are assessment and evaluation part of the learning
process? What works in assessment? Participants in this
course examine assessment and evaluation approaches and
give special attention to developing products, such as assessment portfolios.

EDGR 601 Action Research Practicum I (1 credit)
This seminar reviews the entire Action Research process and
sequence. Students are expected to begin conceptualizing
their practicum topics and developing research questions
specific to their work environments.

EDGR 635 Applications in Assessment and Evaluation
(3 credits)
Students apply forms of assessment and evaluation learned
in the first-level course to their own classrooms, school
buildings or education systems.

EDGR 602 Action Research Practicum II (1 credit)
This seminar continues the Action Research process through
collegial networking and discussion. Students address literature and research reviews and develop data collectors for
researching their environments. The concept of triangulation
to maximize the reliability of developed assessment tools is
stressed as part of the research design.

EDGR 640 Dimensions of Leadership and Organization
(3 credits)
Are teachers leaders? How has the role of the school administrator evolved? Students in this class examine the body of
leadership research within the context of educational organizations and explore the relationship between leadership
style and educational leadership.

EDGR 603 Action Research Practicum III (1 credit)
Students in this session begin collecting data using the tools
they developed in the previous seminar. This collection
occurs over a period of time to ensure complete acquisition
of data and assessment information. Networking with classmates to draw upon the “collective genius” of the cohort is
part of the process.

EDGR 645 Challenges in Leadership (3 credits)
How can educators use their leadership styles on behalf of
their students? This course provides an in-depth exploration
of the processes of maximizing educators’ skills to effect positive change in classrooms or other educational settings.

EDGR 604 Action Research Practicum IV (1 credit)
Students examine in detail the information they have collected for their studies. Trends are identified and options for
change are discussed. Students identify and implement plans
of action.
EDGR 610 Dimensions of Curriculum and Management
(3 credits)
This course examines the knowledge and skills a professional educator needs to exercise leadership in curriculum
development, implementation and assessment.
EDGR 615 Curriculum and Management Decision
Making (3 credits)
In this second-level course, processes involved in curriculum
implementation are stressed, practiced and related specifically to students’ school settings or education environments.
EDGR 620 Dimensions of Teaching and Instructional
Technology (3 credits)
86

Is teaching an art or a science? In what ways can it be
enhanced through technology? Course participants investigate the act of teaching and the integration of technology to
construct relevant learning experiences for themselves and
their students.

EDGR 650 Dimensions of Learning and Development
(3 credits)
Learning is the process of constructing meaningful connections. Class participants explore and apply theories of learning and human development in the context of educational
settings.
EDGR 655 Learning and Development Applications
(3 credits)
Though we know the developmental stages of the children
with whom we work and the adults with whom we interact,
how do we maximize those efforts in “real life”? This class
explores in-depth the processes involved in interactions with
children and adults in order to ensure progressive change.
EDGR 690 Capstone Seminar (1 credit)
This seminar is taken in the final stage of the program. It
provides an opportunity for students to celebrate the professional milestones that they have achieved as they complete
the Master of Education program. This also is the occasion
for extending and celebrating professional growth by sharing

Course Descriptions
key insights or research results from the practicum with the
professional community.

Master of Education
(All DEV, EDU, MBE, RDG and SPED courses may require students to complete off-campus field experience.)
EDU 501 Methods of Teaching Reading (3 credits)
This course examines reading process, current procedures
and materials, including basal, whole language, language
experience, thematic teaching, literature-based instruction,
instructional software, strategy instruction for developing
studentsâ&#x20AC;&#x2122; word analysis/word recognition skills, comprehension and vocabulary abilities, meta-cognitive skills, integration of reading and writing and literacy evaluation strategies
for the elementary classroom. Offered as needed only for
students who entered the university prior to 2003-2004.
EDU 502 Methods of Teaching Language Arts (3 credits)
This course focuses on the role of language as communication in the childâ&#x20AC;&#x2122;s elementary school years. Emphasis is
placed on an integrated approach to teaching the language
arts: speaking, listening and writing. Field experience in
addition to two-and-a-half hours of class each week may be
required. Offered as needed only for students who entered
university prior to 2003-2004.
EDU 503 Methods of Teaching Elementary Mathematics
(3 credits)
This course focuses on the concepts of mathematics that are
taught in grades K-6 and the current methods of teaching
that content, including experience with manipulative materials. Prerequisites: EDU 521, EDU 533, PSY 521. This course
requires full acceptance into M.Ed. program. Ten hours of
field experience is included.
EDU 504 Integrated Curriculum Methods (3 credits)
This course presents the elements of course design, such as
lesson plans, materials development and the use of methods appropriate for the elementary grades. Emphasis is
placed on the theoretical principles and practical skills that
serve as a basis of integrating social studies, art, music and
physical education instruction in the elementary classroom.
Offered as needed only for students who entered the university prior to 2003-2004.
EDU 510 Designs for Effective Middle/Secondary
Teaching (3 credits)
This is a required, competency-based course for middle/secondary education majors that focuses on developing
teaching effectiveness in instruction, organization and communication. The content and field experiences are designed
to develop competencies in lesson planning, questioning
techniques, learning styles, cooperative learning, student
evaluation, classroom management and the use of AV equipment. Field experiences are required. Offered as needed only
for students who entered the university prior to 2003-2004.
EDU 511 Methods of Teaching in Secondary Schools
(3 credits)
This course is a subject-specific application of the labora-

tory approach to teaching in the secondary school. Emphasis
is placed on the teacher as a facilitator of learning; the structure of the teaching unit, mini-unit and lesson plan; instructional planning; practice in selecting and organizing content;
innovative procedures; the handling of disciplinary problems; and the use and ability to handle audio-visual
machines. Includes field experience and a related seminar.
Offered for students who entered the university prior to
2003-2004.
EDU 520 Introduction to Educational Research(3 credits)
This course provides an introduction to methods of educational research. Students will become familiar with both
qualitative and quantitative methods, experimental and nonexperimental research designs, and different types of
research studies. An emphasis will be placed on understanding, interpreting, and critiquing educational research.
EDU 521 Exploring the Principles of Education
(3 credits)
This course offers practice in identifying and developing
basic beliefs and values while assessing contemporary
philosophies. It includes a study of the history and current
issues of education in America. Ten hours of field experience
is included.
EDU 532 Technology Application for Educators - Basic
Level (3 credits)
This course is an examination of the state of technology in
elementary and secondary schools. Students will develop
skills in using technology for word processing, database,
spreadsheets and desktop publishing and learn how to integrate technology in their classrooms and in curriculum
development. Classroom methodologies and management
will be discussed. Students will develop lesson plans and
goals for classroom implementation. This basic-level course
is for those students who have had little or no computer
experience. Offered as needed only for students who entered
the university prior to 2003-2004.
EDU 533 Learning Through Technology (3 credits)
In this course, students will develop the knowledge and
skills to use technology to enhance student learning and
achievement. This course also introduces students to learning targets (standards/outcomes) and a general model of
curriculum development, implementation and assessment.
EDU 547 Curriculum Development (3 credits)
This course is a comprehensive, practical basis for preparing school administrators and teachers to be knowledgeable, creative and effective curriculum planners. Students
will develop a working model for implementing a planned
change or innovation, based on the ideologies of curriculum
design. Prerequisite: EDU 520 EDU 533 and completion of 9
credits in program
EDU 550 Educational Assessment (3 credits)
This course focuses on the forms and appropriate use of educational assessment. Students construct and administer an
assessment tool to elementary/secondary students and then
analyze the resultant data. Students examine the uses of
assessment at the individual, class and school levels, partic87

Southern New Hampshire University
ularly the New Hampshire statewide assessment and published norm-referenced tests used in the special education
referral and placement process. This course examines a variety of assessment techniques for evaluating and documenting student performance and progress toward desired
outcomes.
EDU 551 Integrated Elementary Curriculum, Instruction
and Assessment (3 credits)
Using K-4 science education as a context, this course introduces the principles of the integrated curriculum, assessment, strategies, and methods of instruction. Students will
develop an understanding of developmentally appropriate
teaching and classroom management for the early elementary years. Ten hours of field experience is included.
Prerequisites: RDG 503 and EDU 503.
EDU 552 Curriculum, Instruction & Assessment Middle
and Secondary (3 credits)
This course is an introduction to curriculum, instruction and
assessment for teaching content in grades 4-12. Using social
studies education or English education as the context, this
course investigates developmentally appropriate teaching
and classroom management for adolescent learners.
Curriculum development, a variety of assessment tools, and
instructional strategies will be covered. Ten hours of field
experience is included. Prerequisite: RDG 504.
EDU 555 Student Centered Curriculum and Instruction
(3 credits)
This course will investigate the understanding by design
framework used for designing curriculum units, performance assessments and instruction. It will emphasize the
teacher's critical role as a designer of student learning, and
will address how a curriculum built on the goal of student
understanding, delivered using differentiated instruction,
can provide teachers with more specific teaching targets and
more flexible ways to engage students.
EDU 560 Methods of Teaching English in Middle and
High Schools (3 credits)
This course helps prepare students to teach English in middle and high schools. It emphasizes integration of all language arts including reading and literature, speaking and
listening, writing, and viewing. Students will learn how to
select appropriate reading materials; prepare mini, daily, and
unit lessons; organize collaborative learning; and design
writing assessment. Students will explore current theories
of teaching English, especially theories of teaching writing.
Classroom management will also be discussed. Twenty
hours of field experience is included. Prerequisites: EDU 521,
PSY 521, SPED 501 and all NH State 612 requirements.
EDU 565 Methods of Teaching Social Studies in Middle
and High Schools (3 credits)
This course helps to prepare students to teach history, civics
and government, and social science areas in grades 5
through 12. The course will cover basic teaching models,
techniques of implementation, curriculum planning, writing lesson plans, alternative learning models, strategies for
classroom control, evaluation, testing and assessment meth88

ods, writing across the curriculum, reading and writing for
history and/or political science. Twenty hours of field experience is included. Prerequisites: EDU 521 and all NH State
612 requirements.
EDU 570 Practicum in Curriculum and Instruction
(3 credits)
Students are required to develop and implement two products and/or experiences and document a leadership role in
the area of curriculum. Students complete a detailed proposal or plan of study on their goals, product(s), audience,
follow-up, etc., for this practicum. The purpose of this
practicum is to encourage the teacher as a researcher and
leader in curriculum development and to encourage the integration and application of course work. The practicum is
completed during the semester under the supervision of a
school district administrator and the studentâ&#x20AC;&#x2122;s advisor. This
course is an option in the Curriculum and Instruction program. Prerequisites: EDU 547, EDU 601.
EDU 571 Student Teaching and Seminar
(6 credits)
All teacher education majors seeking certification will participate in 16 weeks of full-time practice teaching at nearby
schools. During the 16 weeks, the student teacher receives
close and continuous supervision and guidance from teaching personnel at the school and by a member of the Southern
New Hampshire University faculty. This course also includes
a weekly seminar at the university. Prerequisites: Students
shall be registered for this course upon: 1. Acceptance into
Student Teaching, and 2. completion of all degree coursework. Applications to student teach are due one year in
advance.
EDU 575 Teaching Elementary Life Science (3 credits)
This SNHU Online course is designed to enhance studentsâ&#x20AC;&#x2122;
understanding and teaching of life science. The eight modules are based on an inquiry/constructivist learning
approach that examines multimedia resources through interactive lessons, readings, and multimedia assets drawn from
digital libraries and from high-quality media resources. The
course is appropriate for K-4 teachers, student teachers, parents and school administrators.
EDU 582 Risk Factors in Educational Achievement
(3 credits)
This course examines a variety of factors that affect academic achievement for students from high school through
the post-secondary level. Issues such as race, ethnicity, gender, ability, class, socioeconomic status, sexual orientation,
and culture will be considered. The course includes a field
experience. Field Experience: 20 hours. Prerequisites: EDU
521 and PSY 521.
EDU 601 Research Seminar (3 credits)
This course provides a review of research design and methods. Students will develop a research question and design a
basic, applied, action or instrumental research project
related to their professional interests. Prerequisites: EDU
520, EDU 533 and completion of 9 credits in program

Course Descriptions

Teaching English as a Foreign Language
EFL 501 Language Learning and Acquisition (3 credits)
This course explores contemporary knowledge about first
and second language acquisition, including the influences of
age, environment and motivation; learning styles and multiple intelligences; and learner language and inter-language.
EFL 502 Assessment (3 credits)
This course provides an introduction to proficiency, achievement, diagnostic and placement testing in respect to listening, speaking, reading, writing, grammar, and vocabulary.
Principles of test construction, reliability, and validity are
examined. The use of student portfolios in the EFL classroom and self-assessment and observation techniques,
including checklists and anecdotal reports, also are covered.
EFL 503 Descriptive Linguistics of American English
(3 credits)
This course covers two major areas. The first is the American
English sound system. Students will learn the basics of AE
phonetics and phonology, including vowels, consonants,
diphthongs, pitch, and stress; place and manner of articulation; and international phonetic alphabet (IPA). The second
is American English grammar. Students will learn the basics
of AE morphology and syntax, including parts of speech,
words and their constituents, inflection, sentence types, sentence diagramming, surface and deep structure, and transformational process.
EFL 504 Introduction to Curriculum Development,
Design and Implementation (3 credits)
Topics include curriculum, syllabus and lesson planning,
with emphasis on observable performance objectives; lesson
stages and principles of effective EFL lesson construction;
effective procedures for choosing, editing, evaluating, and
managing EFL lesson content; long-term lesson planning;
teacher roles in the classroom; and principles and techniques for teaching mixed-proficiency level classes.
EFL 505 Overview of TESOL Methodology (3 credits)
While the emphasis will be on “Communicative Language
Teaching,” specific methods and approaches to be explained
include Grammar Translation, Audio-Lingual Method, Total
Physical Response, Natural Approach, Language Experience
Approach, Literature-Based Approach, Phonics, Whole
Language, Community Language Learning, Suggestopedia,
Silent Way, Cognitive Academic Language Learning,
Content- and Theme-Based Instruction, and Computer
Assisted Language Learning.
EFL 523 Listening and Speaking Techniques (3 credits)
This course explains and describes listening and speaking
activities and techniques for students with varying proficiency levels in a variety of learning situations, and includes
teaching simulations by the instructor and practice teaching
by the participants.
EFL 525 Reading and Writing Techniques (3 credits)
This course explains and describes reading and writing activities and techniques for students with varying proficiency
levels in a variety of learning situations, and includes teach-

ing simulations by the instructor and practice teaching by
the participants.
EFL 527 Strategies and Techniques for Teaching
Grammar (3 credits)
This course will help students develop a deeper knowledge
and understanding of English grammar in order to become
more informed teachers. Students will review and discuss
different approaches to the teaching of grammar, as well as
how to create or adapt specific techniques for a variety of
learning situations. The course will include teaching simulations by the instructor and the participants.
EFL 531 Pronunciation Techniques (3 credits)
The course begins with a review of the International
Phonetic Alphabet (the IPA) and the American English
sound system and proceeds to a diagnosis of individual student pronunciation problems. Explanations and descriptions
of techniques to improve pronunciation and activities to
teach proper formation of consonants, vowels, and diphthongs will be given. Practice with connected speech, word/
sentence stress, and intonation patterns will be emphasized
through drama related activities. Also included are issues of
first language interference and the design and implementation of lessons and curricula.
EFL 536 Content-based Instruction (3 credits)
This course focuses on sheltered instruction and methodology for the K-12 environment, but the principles are applicable to other CBI contexts as well.
EFL 537 Computer-assisted Language Learning (3 credits)
This course provides an overview of research, practice and
critical issues involved in CALL as well as other technologyenhanced environments. Students learn the use of Internet,
E-Mail, MS Word, MS PowerPoint, and MS FrontPage as
tools for EFL/ESL instruction and constructing portfolios.
EFL 540 Socio-Cultural Context of Language Teaching
(3 credits)
Topics include sociolinguistics, regional variation, and cultural diversity as they apply to TEFL/TESL. A unit on the history of the English language is also included.
EFL 599 Supervised Practice Teaching (3 credits)
Participants will have the opportunity to teach a wide variety of courses in the Manchester area. Opportunities involve
teaching children as well as adults, life skills as well as academic English, etc. Participants will first meet as a class for
lesson design, development, and preparation. Requirements
for state certification are different from those for Master’s
only students.

ESL Program (Intensive English Program)
ESL 121 Introduction to ESL Listening (1/2 credit)
This course is a high beginning level listening course. It
introduces both social communicative and academic oral
communication skills. The focus is on introducing listening
strategies, understanding reduced forms, recognizing idioms
and phrasal verbs, and listening for the general topic, main
idea and details to aid in overall comprehension.
89

Southern New Hampshire University
ESL 122 Introduction to ESL Reading (1/2 credit)
This course is a high beginning level reading course. It introduces general reading skills. The focus is on the basic principles of phonics and decoding, the reading strategies of
finding the main idea and support, scanning and skimming,
identifying details to aid in comprehension, using the context to guess new vocabulary, recognizing grammatical functions and forms, and acquiring dictionary skills. A basic
vocabulary inventory is also developed.
ESL 123 Fundamentals of English Grammar (1/2 credit)
This course is a high beginning level grammar course. The
focus is on introducing the simple, progressive and perfect
verb tenses, noun and pronoun forms, modals, and capitalization and punctuation rules. This course is intended to
improve the usage of correct grammar in speaking and supplement ESL 125 Introduction to ESL Writing.
ESL 124 Introduction to ESL Speaking (1/2 credit)
This course is a high beginning level speaking course. It
introduces both social communicative and academic oral
communication skills. The focus is on pronunciation, stress
and intonation patterns, idioms and phrasal verbs, appropriate usage of social exchanges and rejoinders, and sustaining a conversation/discussion on a general topic.
ESL 125 Introduction to ESL Writing (1/2 credit)
This course is a high beginning level writing course. It introduces basic sentence structures, word order, and the basic
mechanical rules of capitalization and punctuation.
Compound and complex sentences are also mentioned. The
organization and development of a paragraph (topic sentence with support) is also introduced.
ESL 126 Comparative Cultures I (1/2 credit)
This course is a high beginning level culture course. It introduces and explores American culture through selected topics
of interest. This analysis helps develop an understanding of
American culture and a sense of comfort for newly arrived
international students. Cross cultural awareness is emphasized. While all language skills are required for participation
in this course, the focus is on reading and speaking skills.
ESL 131 Development of ESL Listening (1/2 credit)
This course offers extensive conversation and listening practice at the intermediate level through a variety of learning
techniques presented within a context of realistic and familiar topics. Students learn to use specific listening attack
strategies and are taught to develop an ongoing pattern of
predicting, negotiating, and renegotiating. The course not
only helps students direct their attention to main ideas while
listening, but also how to grasp specific details.
ESL 132 Development of ESL Reading (1/2 credit)
This course helps the student improve reading ability at the
intermediate level by developing practical reading strategies
and vocabulary building skills. Some of the strategies include
previewing, predicting, skimming, scanning, guessing meaning from context, finding the main idea, recognizing supporting details, and developing reading fluency. The students will
also become familiar with text structure and organization.

90

ESL 133 Fundamentals of English Grammar II (1/2 credit)
This course helps students develop written and spoken
English grammar skills by participating in formal oral exercises, asking and responding to questions, and writing. The
course begins with an overview of the basic verb forms and
a review of present and past perfect forms, modals, and
forming questions in English. The students are given extensive and varied practice in many areas of English grammar
including connecting ideas, comparisons, and gerunds and
infinitives. They are introduced to the passive form, adjective clauses, and noun clauses.
ESL 134 Development of ESL Speaking (1/2 credit)
This course helps the student improve speaking skills at the
intermediate level, with the use of audio and video tapes,
class discussion, and pair/small group problem solving and
interaction. Students ask and answer questions, communicate cultural knowledge, describe people, places, and experiences using correct intonation and stress. They also engage
in authentic conversations practicing specific structures in
order to improve communicative output.
ESL 135 Development of ESL Writing (1/2 credit)
Intermediate level writing skills will initially be developed
through improved basic sentence structure, specific grammar points, and paragraph foundation. Paragraph organization and cohesion are a main focus as the students learn to
develop topic sentences and supporting details. Students
are taught to develop process writing skills and to become
familiar with common methods of organizing ideas. Much of
the class will focus on writing short compositions.
ESL 136 Comparative Cultures II (1/2 credit)
The emphasis of the class is the improvement of Basic English
communication skills such as listening and speaking while
learning about cross-cultural behaviors and interactions. The
class work includes information from many cultures so that
students can compare their own ideas and traditions with
those of other countries. A variety of high-interest topics will
enable students to take part in discussions, present short talks,
solve problems, and interact with each other.
ESL 141 Introduction to Academic Listening (1/2 credit)
This course is designed to develop listening skills of nonnative English speakers by increasing their ability to comprehend spoken American English in a variety of situations.
Students will practice listening strategies, note-taking and
organizational skills, academic vocabulary building, guessing meaning from context, summarizing main ideas, cooperative speaking activities, and test-taking skills.
ESL 142 Introduction to Academic Reading (1/2 credit)
This course uses topics of interest to English language learners to help improve reading skill. Students are introduced to
authentic academic reading in order to develop their vocabulary, their understanding of structure, syntax, and main
ideas. Emphasis is placed on excerpting information in order
to paraphrase and summarize when writing essays and term
papers.

Course Descriptions
ESL 143 Understanding English Grammar I (1/2 credit)
This course is specifically designed to improve grammar
skills of English language learners through the study of and
practice with prescriptive grammar rules. The course begins
with a review of verb tenses, passive voice, modals, infinitives, and gerunds, and introduces/improves students’
understanding and use of subordination. This course is
intended to supplement the writing needs of students in ESL
145, Introduction to Essay Writing.
ESL 144 Introduction to Oral Communication
(1/2 credit)
This course is designed to develop speaking skills of nonnative English speakers by increasing their ability to produce
intelligible spoken English in a variety of situations both
formal and informal. Activities include role-plays, interviews, class discussions, and presentations. Speaking opportunities will be both spontaneous and planned.
ESL 145 Introduction to Essay Writing (1/2 credit)
This course is specifically designed to improve the academic
writing skills of English language learners. Students initially
review writing complex sentences and paragraphs, including
the construction of a solid topic sentence and support sentences. Next, the components of a five-paragraph essay,
including the thesis statement, appropriate title, and concluding sentences, are introduced. Students also study and
implement the principles of unity and coherence in paragraph and essay construction. The course uses the stages of
process writing as students practice and perfect the requirements of the classification, comparison/contrast, cause/
effect, and argumentation essay.
ESL 146 Comparative Cultures III (1/2 credit)
This course is designed to assist international students with
the transition from the social/educational systems in their
own cultures to the social/educational systems in the United
States. Students will practice communication in various settings and for a wide range of purposes while learning about
cultural diversity in the United States. Language and study
skills are reinforced by readings, discussions, presentations
and written assignments involving current issues and different cultural perspectives.
ESL 151 Development of Academic Listening (1/2 credit)
This is an ESL advanced academic listening course, which
integrates the four skills of listening, speaking, reading, and
writing, with a special focus on listening. This course develops academic skills in discriminative listening through carefully structured practice. Students improve their ability to
extract meaning from spoken English sentences. They learn
to pay attention to grammatical relationship within the flow
of natural spoken English. This course further develops listening and comprehension of lectures, media presentations,
and note taking skills. Students also learn to comprehend the
main idea of the lectures; retrieve important facts and information and separate them from detail; develop academic
vocabulary and idiomatic expressions; focus and concentrate; listen for the general idea and infer meaning; and listen for specific words, i.e., content or function words. It also
focuses on usage of dictionary, giving feedback, and discussing issues raised by a variety of topics. The students

learn to present speaking projects such as panel discussions
and individual presentations.
ESL 152 Development of Academic Reading Course
(1/2 credit)
This course addresses the difficulties that pre-university and
college ESL students generally experience when reading
authentic material for information. As much as possible, real
life reading materials are used, and emphasis is placed on
context reading and word analysis. Scanning and skimming
practice is further developed, as a reading skill. Students
learn to retain main ideas and supporting details of extensive college-level readings, such as articles, essays, and short
chapters from text books; find specific data; use dictionary
for vocabulary development; determine the objective or subjective nature of statements, and determine whether statements of opinion favor or oppose the given proposal or
postulate; interpret information from tables, charts, graphs,
and diagrams; understand referents; understand literal meanings and ability to identify cultural implications or influence;
identify and understand topics; identify who, what, where
and time period of text and/or author; research, read on
topic, gather information, and make questions in margins of
texts; interpret connotative meanings and figurative language
in context; identify an author’s audience, purpose, bias, viewpoint, and tone in extensive college-level material; and
increase reading speed, with acceptable comprehension.
ESL 153 Understanding English Grammar II (1/2 credit)
This course is specifically designed to improve the grammar
skills of advanced English language learners through the
study of and practice with prescriptive grammar rules. Rules
will be examined according to form and discourse usage.
The specific focus of the class is determined by the results
of a diagnostic grammar test, which is administered the first
class of the semester. However, the class typically perfects
the student’s understanding and use of subordination. In
addition, it improves the student’s understanding and use
of coordinating conjunctions; connectives expressing cause
and effect, contrast, and condition; and conditional sentences and wishes. This course is intended to supplement
ESL 155 Development of Essay Writing.
ESL 154 Development of Oral Communication
(1/2 credit)
This course focuses on the inclusion of academic and
idiomatic vocabulary in team discussions and individual brief
presentations to support an argument as well as formal presentations of the projects using technology. Students will learn
to demonstrate formal public speaking ability on an assigned
academic topic; support opinions on an abstract or theoretical controversial topic by using general library or the Internet
sources and making a factual presentation; gain a general
understanding of new vocabulary through strategies of using
contextual and lexical clues; use a variety of communicative
strategies to compensate for a lack of fluency or vocabulary;
organize ideas; express principal points, nuances, and inferences; deliver effective presentations, using well-modulated
volume and intonation patterns; participate in discussion;
work in teams; utilize academic and appropriate idiomatic
language and vocabulary in presentations.
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Southern New Hampshire University
ESL155 Development of Essay Writing (1/2 credit)
This course addresses the difficulties that pre-university and
college ESL students generally experience in prewriting
process and writing in academic English. Students learn to
apply process writing; recognize and employ logical patterns
and methods of organization; write a thesis statement; differentiate fact from opinion; express a viewpoint on a controversial issue, with the purpose of persuading the reader to
agree, by supporting that viewpoint with facts based on cited
references; take notes in English from extensive readings and
lectures using formal and informal outline forms; acquire
integrated research and writing skills for academic purposes.
Students also receive instruction in library and online
research techniques as well as basic study skills.
ESL 156 Comparative Culture Studies (1/2 credit)
This course is designed to improve student English language
skills, enhance writing and reading skills, and develop oral
communication skills. It will help students to become more
knowledgeable about American culture and their cultural
differences. It will also expand and enrich their cross-cultural
communication skills. The students discuss various aspects
of cultural experiences in small groups. They learn to
observe, describe, interpret, discuss, and then evaluate this
information. The students research, read and evaluate materials in periodicals, literature, films, and art sources using
library, and the Internet. The students observe differences
and similarities between the cultures and learn how to communicate them in English. The students learn how to organize their materials, deliver oral presentations, and work on
individual and team projects using technology.
ESL 161 Advanced Academic Listening (1/2 credit)
This course continues to develop the academic listening
skills needed for undergraduate and graduate coursework.
The course uses commentaries from National Public Radio
and other authentic sources to help train the students to listen carefully to improve listening comprehension, identify
main ideas, supporting information and more discreet
details. The course also uses simulated lectures to develop
extended listening skills and note-taking abilities.
ESL 162 Advanced Academic Reading (1/2 credit)
This course prepares advanced English language learners for
the rigors of university reading. Students are introduced to
authentic readings selected from a variety of current periodicals, journals, books and short stories to help develop analytical reading skills to improve reading comprehension,
locate main ideas and supporting details, recognize the
authorâ&#x20AC;&#x2122;s purpose and meaning, and to separate fact from
opinion. The course shows how to recognize content clues
to better understand vocabulary, to interpret inferences, and
to increase reading speed without sacrificing comprehension.
ESL 163 Understanding English Grammar III (1/2 credit)
This course is the final course in the series of advanced
grammar courses. The intent is to prepare the students for
the grammatical forms and discourse usage they will
encounter in oral and written university coursework. The
focus includes, but is not limited to, active and passive
verbs, phrasal verbs, coordination and subordination, par92

ticipial adjectives, adverb/adjective/noun clauses, reduction of adverb and adjectives clauses.
ESL 164 Advanced Oral Communication (1/2 credit)
This course focuses on increasing academic vocabulary, pronunciation, and communication skills necessary to succeed
in university coursework. Students are required to discuss
academic topics presented in class or from out of class
assignments, to ask and answer questions, participate in
individual, team and group projects, deliver individual presentations, and complete guided speaking exercises.
ESL 165 Essay Writing for Academic Purposes
(1/2 credit)
This course focuses on the continued development of academic writing skills for international students. It guides the
student to plan, organize, and write subjective and objective,
coherent and cohesive paragraphs and essays using the most
common process writing formats. The course shows students how to take notes from a lecture and researched material, and to outline, paraphrase, summarize and cite material
while avoiding plagiarism.
ESL 166 Comparative Cultures V (1/2 credit)
This course increases the studentâ&#x20AC;&#x2122;s knowledge of American
and the other cultures represented in the class. A number of
issues and functions where expectation may differ are discussed. All four language skills will be called upon in this
course.
ESL 241 Introduction to Academic Listening II (1/2 credit)
This course is designed to further establish the ability of
English language students to successfully comprehend what
they hear in American university classrooms and on campus, as well as in situations of everyday life. Students will
engage in a variety of listening venues. Opportunities
include lectures by university professors on many topics,
authentic conversations relevant to academic and campus
life, and authentic radio broadcasts about issues pertinent
to American business interests and personal life. Students
practice academic skills, like note-taking and guessing meaning from context, and receive training in decoding informal
discourse patterns like reduced forms of words and interjections. Vocabulary and complexity of speech patterns
increases as the course progresses.
ESL 242 Introduction to Academic Reading II (1/2 credit)
The emphasis of this course is to help the development of
reading fluency and rate flexibility and apply critical thinking skills while reading academic selections and passages.
Using a strategy-based approach, the course will review prereading and reading techniques such as previewing, skimming, scanning, and attention to main ideas and details. A
continuation of learning to paraphrase and summarize is
also a focus.
ESL 243 Further Understanding English Grammar
(1/2 credit)
This course helps students further develop their written and
spoken English grammar skills by studying the rules of
grammar according to form and discourse usage. The course

Course Descriptions
reviews the use of subordination in noun, adjective, and
adverb clauses and includes studentsâ&#x20AC;&#x2122; life experiences as
context for grammar-based communicative approach to
learning. Students will engage in free response exercises to
aid in the understanding of form, meaning, and usage of the
target structures.
ESL 244 Introduction to Oral Communication II
(1/2 credit)
This course builds the capacity of English language students
to participate in the discourse in American university classrooms and campuses and in everyday life in the US.
Speaking opportunities are aligned with listening opportunities in ESL 241, Introduction to Academic Listening II.
They are designed to help students join study groups, interact with professors, make friends, and to successfully converse in all everyday living situations such as shopping,
inquiring about a bill, and discussing news, culture, and
everyday life. Students practice engaging in everyday conversation, interviewing, discussing issues akin to university life
and to living in American society, sharing opinions, and formally presenting material through Power Point usage.
ESL 245 Introduction to Essay Writing II (1/2 credit)
As the course begins, students will review academic writing
skills by developing, organizing, composing, and revising a
3-5 paragraph essay. Students receive instruction on using
appropriate vocabulary, grammar, and sentence structure
following the conventions of standard written English. Using
a step-by-step approach and varied practices, students are
guided through the academic writing process to produce
well-organized and developed essays with clear thesis statements. They learn to express ideas and viewpoints with supportive statements and factual reasoning.
ESL 246 Comparative Cultures IV (1/2 credit)
This course provides international students in the United
States with an overview of American culture and tradition
and improves comprehension of non-native students. The
course also allows opportunity for discussion of American
cultural norms as compared to other cultures.

Finance
FIN 500 Financial Management (3 credits)
This course is a study of financial decision-making in a firm,
including its relationship to financial markets and institutions. Prerequisites: ACC 500 and MBA 502 or equivalent.
FIN 610 Short-term Financial Management (3 credits)
The course covers traditional working capital topics, including liquidity analysis and management, inventory, and
receivables and payables management. Additional emphasis
is given to core cash management, payment systems
and banking relationships. Other topics include cash forecasting, short-term borrowing and risk management.
Prerequisite: FIN 500.
FIN 620 Money and Capital Markets (3 credits)
This course analyzes processes within the U.S. financial system. Students study the nature of its major participants and

their objectives and procedures for assessing opportunities
and pricing risk. Students also analyze the role of the financial system in the allocation of credit to different sectors, its
responsiveness to economic activity and its continuous
adaptation to changing needs. Emphasis is placed on the role
and functions of the Federal Reserve System. Prerequisite:
FIN 500.
FIN 625 International Project Finance (3 credits)
This course is the application of modern financial theories
and tools to international project finance. It focuses on differences between corporate and project finance. It discusses
issues related to appropriate discount rate for international
projects, real option application, project risk analysis, financing structure and governance structure. Prerequisites:
FIN 500, INT 610 and INT 620.
FIN 630 Capital Budgeting and Financing (3 credits)
This course first addresses advanced topics in capital investment, including determination of cash flows, capital budgeting under risk, replacement decisions, and inflation and
capital decisions. The second half of the course focuses on
capital financing and structure and includes topics in financial leverage, financing sources, dividend policy, cost of capital and valuation. Prerequisite: FIN 500.
FIN 640 Investment Analysis and Portfolio
Management (3 credits)
Students study the techniques used to assess the value of
securities and the methods used in the management of
investment portfolios. Stocks and bonds are discussed in
terms of valuation, risk-return measurement, diversification
and other aspects of portfolio theory. Prerequisites: FIN 500.
FIN 645 Analytical Tools in Portfolio Management
(3 credits)
This course is an application-oriented review of the finance
theory, techniques and strategies that are essential to portfolio management. Topics include optimization procedure,
currency risk hedging, asset allocation and others.
Prerequisite: FIN 640 (may be taken concurrently).
FIN 650 Investment Analysis â&#x20AC;&#x201C; NASD Series 7 (6 credits)
FIN 650 is a specialty finance course designed for students
with a strong interest in the financial services industry. The
course will prepare students to write the NASD Series 7
examination, an important credential and requirement to
work as a registered representative at a broker-dealer. The
course will cover topics related to the investment brokerage
field, including securities investments, securities rules and
regulations, customer accounts and investment companies.
Prerequisite: FIN 500 or permission of instructor.
FIN 655 International Investment and Portfolio
Management (3 credits)
International money managers are exposed to the complexities of a multicultural, multicurrency environment in which
they have to operate at a fast pace. The sheer complexity of
the international capital markets calls for familiarity with
foreign cultures, traditions, markets, institutions, instruments, regulations, taxes and costs. It calls for familiarity
with the forces of globalization as they affect international
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Southern New Hampshire University
investing. This course seeks to impart some of the concepts,
techniques and skills the money manager should be
equipped with to operate effectively in a complex global setting. Prerequisite: FIN 640.
FIN 660 Creating Value Through Mergers and
Acquisitions (3 credits)
This course is a corporate finance elective intended to extend
and further develop the long-term investment and financing
topics introduced in FIN 500 Financial Management. The
course focuses on applied managerial decision-making, and
is designed for students seeking a more thorough understanding of the economic analysis of mergers and acquisitions and the effect capital structure decisions have on firm
value. Topics addressed include advanced techniques in capital budgeting, firm (division) valuation, capital structure,
firm (division) cost of capital, and quantitative risk assessment. Prerequisites: FIN 500 and FIN 630.

GLS 471 Mastering English Grammar (3 credits)
This course focuses on correct usage of complex sentence
structures and advanced grammatical forms as required to
produce a graduate level paper. Topics addressed include
combining ideas using subordination, identifying and correcting common sentence problems, and mastering verb
tenses and verb forms. Samples of studentsâ&#x20AC;&#x2122; own writing
are used to practice proofreading and editing skills. In addition, independent learning strategies such as using
resources, self-editing and peer collaboration are practiced.

GLS 472 Team Work and Oral Presentation Strategies
(3 credits)
In this course, instruction and practice focus on working effectively in teams to analyze cases, and plan and deliver presentations using PowerPoint. Employing topics that include
career development, international negotiation, and environmental issues, strategies are introduced to facilitate oral communication in both group discussions and oral presentations.
Self-assessment and group dynamics evaluation are practiced
as strategies contributing to effective team work.

FIN 690 Financial Econometrics (3 credits)
This course focuses upon the fundamental statistical tools
used in contemporary financial analysis both in academia
and in the real world of finance itself. The course will
involve both a theoretical development of the techniques as
well as empirical applications. The applications will involve
computer printouts with an emphasis on the SPSS statistical
package and the EViews statistical package. The course will
begin with a review and extension for the classical linear
regression model, including its development in matrix form.
The remainder of the course will then explore modern timeseries econometrics, which is especially relevant for finance.
Prerequisites: FIN 500, ECO 500.

GLS 570 Graduate Research Strategies (3 credits)
This course provides the skills necessary to produce a secondary research paper at the graduate level. Preceded by a
review of essay writing employing the writing process
approach, step-by-step instruction is provided in electronic
database searching, reading strategies, note taking, paraphrasing, summarizing, synthesizing and documenting
sources using APA style. Course assignments allow students
to experience the research process from narrowing the
research focus and preparing a working bibliography, to
developing a thesis statement and outline, writing and revising drafts, and editing the final copy. This course is currently
open to eMBA students only.

FIN 700 Seminar in Finance (3 credits)
This is an extensive survey of historic and contemporary
finance literature to foster in students an appreciation of the
development and current status of finance theory and issues
relating to the current financial environment, application
and practice. Students will have the opportunity to research
topics of interest. This seminar should be taken as one of the
final courses in the M.S. program. Prerequisites: FIN 500,
FIN 610, FIN 640, INT 620 and FIN 630 or FIN 660.

GLS 572 Effective Management Communications
(3 credits)
In this course, students will demonstrate a broad range of
communication skills through various forms of media in the
business world. Students will participate and practice in
working and communicating effectively in teams to analyze
case studies, prepare various written forms, prepare for oral
presentations, and develop interpersonal communication
skills through dialogue. This course will help students plan
for all steps that lead to an effective professional presentation but will not include presentation delivery. Topics
include career development, international negotiations and
environmental issues. Strategies are introduced to facilitate
effective communication in group and individual discussions
along with oral presentations. Self-assessment and group
dynamics evaluations are practiced as strategies contributing
to effective teamwork. This course is currently open to
eMBA students only.

sources using APA style. Course assignments allow students
to experience the research process from narrowing the
research focus and preparing a working bibliography, to
developing a thesis statement and outline, writing and revising drafts, and editing the final copy.

Course Descriptions

Hospitality Business
HOS 550 Managerial Role in Hospitality, Tourism,
Leisure, and Recreation (3 credits)
Students are introduced to managerial roles in the fields of
hospitality, tourism, leisure and recreation, and will create a
personal portfolio of knowledge and skills that focuses on a
management career in one of these industries.
HOS 640 International Hospitality Operations (3 credits)
The global nature of the hospitality industry continues to
expand due to the development of technology, communication, transportation, deregulation, free markets and the
growing world economy. This course expands on competencies and previous experience in hospitality operations
through the application of competitive strategies, corporate
structures, planning, systems and analysis to international
hospitality operations.
HOS 680 Hospitality Entrepreneurship and
Development (3 credits)
Students in this course learn about risk and failure in the
hospitality industry and grow from the experience. The history, development and present state of different segments of
the hospitality industryâ&#x20AC;&#x201D;lodging, food service and tourism
â&#x20AC;&#x201D;are studied to facilitate the development of new ideas into
feasible business concepts. Students will explore theory and
focus on developing a creative and realistic business plan for
a new venture in the hospitality industry. Prerequisites: ACC
500, FIN 500, QSO 510, MKT 500, OL 670 and OL 690.
HOS 700 Seminar in Services Management (3 credits)
Past, present and future trends in the lodging, food service
and the travel and tourism industry are identified and analyzed. Current research in the hospitality and tourism industry and related disciplines, is presented, reviewed and
discussed. Prerequisite: HOS 550, MBA 500 or QSO 510.

International Community Economic
Development
ICD 501 Accounting (3 credits)
This is an introductory course that covers basic financial
information, reporting and control in community-based
enterprises and nonprofit organizations. This course draws
upon cases taken from nonprofit organizations. It addresses
the needs of the development practitioner who has had limited exposure to accounting procedures. Prerequisite: CED
400 or equivalent.
ICD 503 Surveys, Monitoring and Evaluation (3 credits)
In addition to presenting a variety of community survey techniques, management information systems and evaluation
methodologies, this course offers a strategy for participatory
action research. Participants will work with local organizations to design and carry out a local community assessment.
The final product of the course is a survey report.
ICD 506 Sustainable Responses to Environmental
Problems (3 credits)
Many marginal communities have suffered the negative
environmental consequences of national and international

economic development policies. Community groups often
are not aware of the importance of their natural resources in
building viable economies and are not aware of what they
can do to protect the quality of these resources. This course
looks at strategies for raising public awareness about environmental issues and offers local self-help initiatives to
address these issues.
ICD 507 Housing and Land Use (3 credits)
This course summarizes primary trends in the global phenomenon of urbanization as it affects the Third World.
Students examine the major issues concerning affordable
shelter for the urban poor and develop tools for assessing
shelter quality and needs at the local level.
ICD 508 Development Finance (3 credits)
This course explores financial institutions and financial
intermediation in developing countries. Special emphasis is
placed on the design and operations of development finance
institutions and how they can promote community-based
economic development initiatives. Prerequisite: ICD 501.
ICD 509 Financial Management (3 credits)
Students examine issues of financial management in community organizations, including understanding financial
information, operations and planning; making and understanding investment decisions; and balancing financial and
social benefits. Prerequisite: ICD 501.
ICD 511 Social Planning and Policy for Developing
Countries (3 credits)
This course provides a general orientation to the program
planning issues of developing countries. The course covers a
number of management and policy issues surrounding the
administration of community health and social service programs. Participants explore a variety of models for carrying
out community-based service programs.
ICD 512 Cooperative Development (3 credits)
Participants examine a number of producer, consumer,
credit, housing and marketing cooperatives, including how
they were formed and how they are managed. Discussion
will center on the benefits and burdens of using a cooperative as a development tool. Prerequisite: ICD 501.
ICD 513 Policy Analysis and CED (3 credits)
Policy Analysis and CED addresses linkages among public,
social and economic policies that shape the CED environment. The governmentâ&#x20AC;&#x2122;s role in the main domains of social
programs, social regulation in consumer protection and protection of civil rights will be analyzed, as will the influence
of grassroots politics, social movements, and organizations
on the policymaking process and policy outcomes. Case
studies will focus on policy issues that CED practitioners face
daily, such as poverty, income security, environment, education, health and economic empowerment.
ICD 514 Gender Issues in CED (3 credits)
An important element in CED policy and community-based
development initiatives is how families gain their livelihoods.
Women play a pivotal role in decisions about family health,
income, shelter and education. These decisions have financial
implications. A viable community must assure that there are
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Southern New Hampshire University
policies and institutions in place to support women in these
decisions. This course examines such policies and institutions.
ICD 515 Organizational Management for Community
Organizations (3 credits)
This course is designed to equip community workers with
the tools to manage community-based organizations. It provides strategies for decision-making, planning, budgeting
and personnel management.
ICD 516 Issues in International Cooperatives (3 credits)
This is a field-based course which entails international travel
to visit cooperatives. Meetings will be held with staff and
members of cooperatives. The specific destination and cooperatives may vary from year to year. Possible field trip sites
are the Mondragon cooperatives in Spain; and/or the Italian
cooperative movement. A field trip could take us to Central
America in harvest season in coffee country to visit agricultural cooperatives and credit unions. Regardless of the destination, we will look at how the cooperatives were
organized; tax and legal issues; and membership’s participation. Credit unions are more urban and play an active role
in microenterprise development. We will examine a product
chain; how a product moves from the field through valueadded processing to markets. We will gain a deeper understanding of the fair trade movement, the role of cooperatives
in a global economy, and how cooperatives contribute to
building civil society. Prerequisite: CED 708 or ICED 708.
ICD 522 Microenterprise Development (3 credits)
This course looks at the characteristics of the informal sector
businesses that crowd the lowest rung of the economic scale
and examines ways of assisting these income-generating initiatives of the poor. Students study ways to design and manage a financial and technical assistance intermediary to
provide credit, management and organizational assistance to
microscale economic enterprises.
ICD 525 Practical Microfinance (3 credits)
The course will cover a range of topics. These will include
traditional financial systems, gender issues, the role of
groups, ‘empowerment’, vulnerability and savings and
micro-insurance, household cash flow analysis, the need for
rates of return and interest charges, sources of funds, management information systems and technologies, impact
measurement, institutional choices and the role of government and foreign aid. This course will use case studies, supported by readings and interactive on-line materials.
Participants will also be expected to relate their own experiences and preferences as consumers of financial services to
their examination of what is and can be offered to disadvantaged communities, not only in so-called ‘developing countries’, but also in their own neighborhoods.
ICD 526 Financial Analysis for Management of
Microfinance Institutions (3 credits)
This course will enable participants with limited or nonspecialized accounting and/or financial management experience in microfinance institutions to learn fundamental
knowledge on how to report, assess and analyze the financial performance of microfinance institutions/projects. The
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course will also build knowledge about the existing management support tools in this field and will build sufficient
skills to use these tools for decision making.
ICD 527 Performance Evaluation and Client Assessment
for Microfinance Institutions (3 credits)
This course presents a framework for managing and evaluating performance of microfinance institutions. Given the twin
goals for these institutions, it is important to look at both
financial and social performance as important parts of overall performance. This course focuses on social performance
evaluation and management. Social performance management includes a strategy to set clear social goals and objectives, information systems to assess and monitor the
progress towards achieving the social goals and objectives,
and a system for using the information for operational and
strategic decision making. The course also introduces toolkits (poverty assessment tools, impact assessment tools,
product development tools and market research tools) that
contribute to helping practitioners gain technical skills and
techniques for making their programs more socially responsible and demand-driven. Classes will focus on applying
learning to real-world situations and include presentations,
case studies and group work. Participants will have an
opportunity to focus on specific tools and develop an action
plan for implementing those tools for their own institutions.
The instructor provides feedback throughout the sessions.
ICD 531 Project Design and Management (3 credits)
This course offers a critical analysis of the processes for
designing and managing development programs and projects
in developing countries. Students examine structures and a
variety of approaches to project design, implementation,
management, administration and evaluation. Prerequisite:
ICD 503.
ICD 533a and 533b Principles, Practices, and Policy of ICD
(2 credits each)
The course will examine the evolution of thinking that has
shaped the practice of community-based international development. Students explore development projects, programs,
and policies that blend social practice and economic principles. The course exposes members of the class to some of
the major scholars in the field through their writings. The
first class in the series focuses on three substantive themes:
definitions of development; ethics of development; and,
hunger, famine and food policy. The second class in the
series focuses on five substantive themes: poverty and
inequality; international trade policy; environmental sustainability; democracy and globalization; and, participation and
global civil society. Students will apply methods of policy
analysis to analyze these themes from an ICED perspective.
ICD 534 Training for Trainers (3 credits)
This course covers principles and methods of adult education, helping students to be effective trainers when they
return to their local communities. They will acquire a variety
of teaching techniques for transferring specific development
skills to members of their communities.

Course Descriptions
ICD 535 Economics for CED (3 credits)
This course is a survey of basic economic principles and
their applications to community and public projects. The
course is designed to equip students with a working understanding of economics to be used throughout their careers.

sources of startup finance and ongoing finance. This course
will be run as a seminar. There will be opportunities for
everyone to share their perspectives on cooperatives and to
participate in the presentation of readings on cooperative
models.

ICD 536 Economics and Development (3 credits)
The purpose of the course is to provide students with knowledge of macroeconomic development issues and opportunities facing developing countries with the goal in mind of
equipping them with skills in situating grassroots, community economic development approaches and initiatives
within the context of national, regional and global economic
development concerns. Topics covered include; poverty and
inequality, population and development, education and
health, the environment, urbanization and rural-to-urban
migration, rural development and agricultural transformation, globalization and international trade, and balance of
payment, debt and foreign finance. Prerequisite: ICD 535.

ICD 721 Development as a Tool for Conflict Resolution
(3 credits)
This course looks at the underlying causes of conflict and
the processes by which conflict escalates. Students examine
effective methods for resolving conflict. Case studies are
used to examine how cooperation through the implementation of CED efforts is working effectively.

ICD 690A Internship Seminar I (3 credits)
This course is intended to complement students’ work experience in local community development organizations by
providing them an opportunity to reflect upon and learn
from their internships in an academic setting. The course
will adopt a process approach to learning. It will provide a
forum for students to analyze their experiences, share concerns and receive feedback.
ICD 690B Internship Seminar II (3 credits)
This course is intended to complement students’ work experience in local community development organizations by
providing them an opportunity to reflect upon and learn
from their internships in an academic setting. The course
will adopt a process approach to learning. It will provide a
forum for students to analyze their experiences, share concerns and receive feedback. Prerequisite: ICD 690A.
ICD 690C Internship Seminar III (3 credits)
This course is intended to complement students’ work experience in local community development organizations by
providing them an opportunity to reflect upon and learn
from their internships in an academic setting. The course
will adopt a process approach to learning. It will provide a
forum for students to analyze their experiences, share concerns and receive feedback. Prerequisite: ICD 690B.
ICD 708 Co-ops and Credit Unions in International
Development (2 credits)
Cooperatives are “democratic economic associations for self
help.” This introductory course is a hybrid of face-to-face and
online meetings. It begins with an online tutorial introduction to cooperatives (Cooperatives 101) developed by the
National Cooperative Business Association. This course follows with a field trip to cooperatives and co-op developers in
Boston to introduce important examples of successful cooperative development. In subsequent classes we will elaborate
on the various forms and applications of cooperatives to the
problems of low-income communities, examine the impact
of cooperatives as a development strategy, look at each type
of co-op to examine the basic structure of ownership and
governance of that model, the structure of capital, and

ICD 782 Information Management, Analysis and
Presentation (3 credits)
This course explores the use of computer software applications, such as electronic spreadsheets, statistical packages
and geographic information system (GIS) programs, in order
to better organize data, draw inferences from results and create meaningful reports that have an impact on the field of
CED. Examples and assignments will combine the presentation of numbers, graphs and descriptive text.

International Business
INT 600 Multinational Corporate Management
(3 credits)
This course is an introduction to the nature of international
operations and issues of management for multinational
activities, with particular emphasis on the cultural, political, economic and physical dimensions of foreign nations.
INT 605 Introduction to International Business and
Information Technology (3 credits)
Students are introduced to the theories of globalization with
emphasis on the impact of information technology. Through
case analysis and group research, students will explore the
impact of information technology on the operation of the
multinational firm.
INT 610 Multinational Corporate Environment
(3 credits)
This course is a survey of economic, social and political relationships among and within nations, and their impacts upon
corporations that operate in an international context.
INT 620 Multinational Corporate Finance (3 credits)
This course is a study of the problems of financing and
reporting international operations. The evaluation of risk
and funding strategies in international monetary
relationships are emphasized.
INT 621 Advanced Multinational Financial Management
(3 credits)
The course focuses on global company’s short and long term
financing and investment decisions as well as measurement
and management of exchange rate and international interest rate risk. A range of advanced international finance techniques and their institutional setting are introduced
throughout the course and students are exposed to practical
applications through case studies and other experiential
learning techniques. Prerequisite: INT 620.
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Southern New Hampshire University
INT 625 International Project Finance (3 credits)
This course involves the application of modern financial theories and tools to international project finance. It focuses on
differences between corporate and project finance. It discusses issues related to appropriate discount rate for international projects, real option application, project risk analysis,
financing structure and governance structure. Prerequisites:
FIN 500, INT 610, INT 620.
INT 640 Multinational Market Strategies (3 credits)
This course involves the study of the issues involved in identifying and developing relationships with international markets. Prerequisite: MKT 500.
INT 650 International Trade and Competitiveness
(3 credits)
Students in this course examine the conceptual and practical
aspects of international trade and competitiveness. Theories
of international trade, commercial policies and ways to
improve international competitiveness are studied.
INT 655 Understanding Emerging Markets (3 credits)
This course is designed to examine the forces underlying
the political, economic and commercial dynamics of emerging markets. Students are guided to identify critical strategic
issues and operating challenges in the business conditions of
emerging markets and to develop perspectives on managerial issues through an in-depth analysis of cultural, political
and economic factors. This course also incorporates an overseas trip and intensive overseas programming to emphasize
experiential learning. Prerequisite: INT 610.
INT 660 International Negotiations (3 credits)
The issues and problems inherent in conducting business
across different cultures are examined in this course.
Students develop skills and strategies needed for effective
negotiation with people from different cultures and societies.
INT 675 International Corporate Governance and
Control (3 credits)
Students in this course will develop an expertise in the area
of international corporate governance and control and
become familiar with the research tools being used in the
discipline. Students will have the opportunity to conduct
research and present an original research paper in an area
of interest within the field. Prerequisite: INT 610.
INT 695 Seminar in International Business and
Information Technology (IB/IT) (3 credits)
This capstone course is designed to provide a practical application of the concepts and theories of how to apply information technologies to international business problems.
Focused on how information technology can be used to
solve contemporary global business issues, students will
gain a real-world perspective through project work.
Prerequisites: IT 550, IT 647, IT 691, INT 605, INT 640, INT
660 and INT 700.
INT 700 Multinational Business Strategy (3 credits)
This is a capstone course for the international business certificate. The course integrates various aspects of international
business and focuses on the formulation of international
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business strategy. Case studies that cut across various functional disciplines are emphasized. Prerequisite: INT 610.
INT 750 Seminar in Multinational Business (3 credits)
This course focuses on current issues in international business. It provides students with an opportunity to research
topics of interest in international business. It is recommended that students take this as one of the last courses in
the master of science in international business program. This
course is required for the D.B.A. in international business
program. Prerequisites: INT 600 and INT 610.

International Business Doctoral Courses
INT 800 Foreign Direct Investment (3 credits)
This course builds on the foundations acquired in financial
management and international finance to create an understanding of international capital markets and the process of
strategic and financial evolution that accompanies international investment and international financial market participation. Prerequisite: INT 620.
INT 810 Privatization (3 credits)
This course is a study of privatization, with emphasis on
the various methods, costs and benefits and long-run implications. Students are required to research different privatization projects for development projects using private
financing. Prerequisites: INT 610 and INT 700.
INT 820 Seminar in Multinational Finance (3 credits)
This course is devoted to the study of advanced topics and
current research being employed in the field of multinational
finance and provides an opportunity for students to explore
their areas of interest in this field. Prerequisite: INT 620.
INT 830 Theories of Globalization (3 credits)
This is a doctoral seminar that develops, examines and evaluates competing and complementary theories of globalization. Students taking this seminar should regard it as helping
them form the basis of their understanding of globalization as
a conceptual and empirical phenomenon for their doctoral
dissertation work in the international business department.
INT 840 Seminar in Multinational Marketing (3 credits)
Prerequisite: INT 640.
INT 850 Seminar in Global Business Strategy (3 credits)
Prerequisite: INT 700.
INT 880 Advanced Quantitative Analysis in
International Business I (3 credits)
This is an advanced, applied statistics course that is applicable to both economics and business environments. This
course highlights matrix approach linear models, binary and
continuous response functions, model building, model diagnostics and remedial measures. Prerequisite: QSO 510 or
equivalent determined by the QSO department chair.
INT 881 Advanced Quantitative Analysis in
International Business II (3 credits)
This is an applied, multivariate statistics course that is applicable to both economics and business environments. It highlights factor analysis, discriminate analysis, cluster analysis,

Information Technology
IT 500 Information Technology (3 credits)
This course focuses on the many ways information technology is incorporated within contemporary organizations and
used to achieve a competitive advantage in the national and
international marketplace. The interrelationships between
information technology, management and organizations are
emphasized. Management of the system development
process and the tools and methods used to produce quality
information systems also are studied. Note: IT 500 cannot be
taken for credit or as an elective if IT 510 has been completed.
IT 501 Object Oriented Application Development
(3 credits)
This course provides a comprehensive introduction to the
principles and practices of object-oriented software development and provides a foundation for developing quality software. Students develop skills in applying object-oriented
concepts to solve software problems and implement solutions. The course also teaches the concepts and design of
algorithms for problem solving and includes the topics of
data structures as they are related to the algorithms that use
them. The course provides the technical foundation necessary to handle the material covered in subsequent IT courses.
IT 502 Artificial Intelligence for eBusiness (3 credits)
This course explores contemporary tools and principles of
artificial intelligence that focus on Web commerce applications and business intelligence in particular. The topics of
study include intelligent agents and data mining. Students
learn how to mine data for business intelligence using modern data mining tools. Students learn about the use of collaborative software agents that utilize resources on the Web to
carry out tasks for individuals and organizations. A term
project is a major part of the course. Prerequisite: IT 510.
IT 503 Digital Commerce and eBusiness (3 credits)
This course is a comprehensive survey of the principles,
techniques and implications of digital commerce and e-business. It covers the entire spectrum of Web-centric forms of
communication and trade among commercial, industrial,
institutional, governmental, employee and consumer participants and partners. Important areas such as e-business
models, security, privacy and ethics are covered along with
the major Internet tools and architectures behind digital
commerce. Students use a Web development tool to build
and post a site and learn what an organization must do to
effectively use e-commerce to achieve a competitive advantage. Prerequisite: IT 500 or IT 510.
IT 510 Advanced Information Technology (3 credits)
This course focuses on the principles and practices underlying the analysis, design, implementation and management of
information systems. Topics include information system
development methodologies, systems planning, requirement
analysis, systems implementation, software engineering,
project management, and interface, database and process
design. Prerequisite: IT 501 (may be taken concurrently).

IT 548 Information Security (3 credits)
This course explores the basic concepts in information security
policies, models, and mechanisms for secrecy, integrity, and
availability. Topics include approaches in an organization to
prevent, detect and recover from the loss of information; cryptography and its applications; and security in computer networks and distributed systems. Prerequisite: IT 500 or IT 510.
IT 550 Management of Information Technology
(3 credits)
This course is a detailed introduction to the major issues
underlying the successful management of information technology in contemporary organizations. The course covers
three major areas: (1) the interrelations between organizational structure and process, and the adoption of new information systems technologies; (2) the actual management of
the IT function within the organization; (3) IT project management which focuses on the operational steps in designing and
carrying out specific IT projects. The course makes extensive
use of case studies. The focus is on both national and global
perspectives. Students write a research paper on the business
impacts of emerging IT trends. Prerequisite: IT 500 or IT 510.
IT 600 Operating Systems (3 credits)
This course focuses on computer architecture and the operating systems of digital computers. Students learn about the
operational methods of hardware; the services provided by
operating systemsâ&#x20AC;&#x2122; software; acquisition, processing, storage
and output of data; and the interaction between computers.
Topics include widely used operating systems such as DOS,
Windows, Linux and UNIX. Can be taken concurrently with
IT 501 and IT 510.
IT 601 Web Based Server Programming (3 credits)
This course focuses on server-side Web programming tools,
techniques and technologies for developing Web-commerce
solutions. The focus is on Active Server Pages and XML. In
addition, students learn to use Perl/CGI and Java2 as well
as VBScript to create database, server-side, e-commerce Web
sites. Interoperability solutions such as SOAP and BizTalk are
studied. A project that builds an e-business solution is a
major part of the course. Prerequisites: IT 510, IT 502, IT 600,
IT 640, IT 650 and IT 665.
IT 610 Object Oriented Systems Analysis (3 credits)
This course focuses on the systems analysis tools and techniques that underlie the development of information systems. Object-oriented analysis is emphasized. The course
examines approaches for establishing the scope of a system,
capturing and modeling information gathered during analysis, and managing and controlling project development.
Students will get a working understanding of the methods
for developing and specifying application system requirements. CASE tools will be used to develop system models.
Prerequisites: IT 501 and IT 510.
IT 616 Systems Implementation (3 credits)
This course focuses on the techniques and tools necessary to
achieve successful system implementation. Topics covered
include managing the system implementation process,
implementation design issues, how application development
is affected/constrained by existing software, techniques for
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Southern New Hampshire University
writing quality code, techniques for testing code, understanding the role of proper documentation, and understanding, designing and managing implementation support
functions. Students go through all the steps necessary to
code, test and develop an actual working system. The course
consists of a mix of lectures and laboratory work.
Prerequisites: IT 510, IT 610, and IT 650.

data communications and networking, uses and applications
of telecommunications and the convergence of data communications and other types of communications. These include
phone, multimedia and other systems. Technology and standards of telecommunications are covered in this course from
the perspective of business managers. Prerequisite: IT 500 or
IT 510.

IT 620 Object Oriented Systems Design (3 credits)
This course focuses on the principles required for developing
object-oriented information systems. Topics include the principles of object orientation, including objects and classes,
encapsulation, inheritance, polymorphism and communication with messages. Also covered are class hierarchies,
abstract and concrete classes, model and view separation,
design patterns and visual development. The course provides hands-on experience with object-oriented development
environments. Prerequisites: IT 501 and IT 510.

IT 645 Local Area Network Design, Implementation
and Management (3 credits)
This course studies the theory and application of the design
and construction of Local Area Networks (LANs); network
topology, standards, protocols and media; network operating
systems; LAN servers and workstations; LAN application
software; and network printing and management. Students
learn how to plan, install, troubleshoot and evaluate a LAN.
A course project involves building a LAN, installing hardware and software and managing the LAN for best performance. Students also evaluate and compare different network
operating systems. Prerequisites: IT 510, IT 600 and IT 640.

IT 625 Information Technology Project and Team
Management (3 credits)
This course introduces students to the principles and practices
necessary to be an effective IT project manager. The course
covers project scope, time, cost, quality and human resource
management techniques as applied to the kinds of project
management problems and issues unique to the IT environment. Students learn how to design an actual IT project structure and will obtain hands-on experience using project
management software. Emphasis is on the techniques of project management, leadership, teamwork and project risk management as applied to the IT environment. Case work is an
important part of this course. Prerequisites: IT 501 and IT 510.
IT 630 Computer Simulation and Modeling (3 credits)
This course focuses on the theory and practice of discrete
system simulation. Topics include simulation/modeling techniques and methodologies illustrated by businesses and
industrial applications such as computer and network modeling, manufacturing simulation and queuing systems.
Queuing theory and input/output statistical analysis are
included. Modeling software is used. Prerequisites: IT 501
and IT 510.
IT 640 Telecommunications and Networking (3 credits)
Telecommunications is a business resource that must be well
managed. This includes the technical aspects and the application of telecommunications technology to solve specific
business problems and enhance the strategic position of a
business enterprise. Topics include the importance of
telecommunication in todayâ&#x20AC;&#x2122;s business environment; the
analysis, design and implementation of telecommunications
systems; the scope of the telecommunications industry and
current trends; telecommunications hardware; the OSI network model; networking technologies; and telecommunications software, protocols and standards. Prerequisites: IT 501
and IT 510.
IT 641 Telecommunications for Business (3 credits)
This course is an introduction to telecommunications technology, standards, policy and strategy for business managers
in a global environment. Topics covered include the basics of
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IT 646 Internet and Intranet Systems Architecture
(3 credits)
This course offers an in-depth examination of technologies
and architectures used on the Internet and a demonstration
of how these technologies can be applied to intranets.
Students learn how computer systems interact across the
Internet and how protocols, infrastructure and systems are
used to provide Internet services, including issues such as
access, address, configuration, routing, multicasting, transport, security and quality of service. Factors that affect performance, reliability and security are studied. Prerequisites:
IT 510, IT 600, IT 640 and IT 650.
IT 647 Web Site Construction and Management
(3 credits)
This course is an introduction to the construction and management of interactive Web sites. It involves technical issues
such as standards, HTML/XML, scripting, embedded rich
media and database connectivity; design issues such as
audience analysis, content organization, accessibility, page
layout, styling and templates; and management issues such
as organizing, branding, managing and marketing the Web
site. The course focuses on designing Web sites with creative
interfaces, aesthetic style, functional structure and navigation. There is equal emphasis on technical proficiency, creative comprehension and management concepts. Hands-on
labs. Prerequisite: IT 500 or IT 510.
IT 650 Principles of Database Design (3 credits)
This course introduces the student into the design, development, and implementation of database management systems
(DBMS), emphasizing the relational database architecture.
Students work on the development of database applications,
theories, and methodologies. Both logical modeling techniques and physical implementation are covered. Students
develop hands-on skill competencies in database programming using SQL through a series of training models, in addition to class exercises and cases. Can be taken concurrently
with IT 501 and IT 510.

Course Descriptions
IT 655 Database Application Development (3 credits)
Building on the foundation developed in IT 650, students
will learn advanced database design and management techniques. The course deepens the knowledge and understanding of database design concepts introduced in IT 650.
Prerequisite: IT 650.
IT 658 Object Database Design and Management
(3 credits)
This course introduces students to the methods and principles of object databases. Students will gain an understanding of the concepts and theories underlying the design and
implementation of object database software and ways the
technology can be used to develop business applications.
Prerequisites: IT 510 and IT 650.
IT 660 Artificial Intelligence (3 credits)
Students study the concepts, techniques, applications and
implications of artificial intelligence theory and technology.
The course also focuses on the applications of rule-based
expert systems in business, industry and government. Topics
include knowledge representation and acquisition, heuristic
search in problem-solving and game-playing, genetic algorithms, fuzzy logic, neural networks, automatic deduction
and logic programming. Students create expert systems
using Prolog. Prerequisite: IT 500 or IT 510.
IT 665 Client/Server Systems (3 credits)
This course focuses on the elements and methodologies used
in the development of client-server applications. Students
design and build client applications that manipulate data in
a shared database environment on a network. Topics include
user interface design, object-oriented design, data management and data security. Theoretical concepts are reinforced
with applications. The course is project-oriented, with students implementing projects using a front-end application
development language. Prerequisites: IT 510, IT 600, IT 640
and IT 650.
IT 670 Topics in Information Technology (3 credits)
This course will cover an advanced topic of current interest
in information technology. Students will complete a paper or
a project. Prerequisite: IT 500 or IT 510. Additional prerequisites may be required depending upon the course topic.
IT 675 Data Warehouse Concepts and Design (3 credits)
This course presents the principles of design, development
and implementation of Data Warehouse DBMS based on the
dimensional modeling architecture. Data warehouse management issues will also be examined, along with an introduction to data mining as a tool for analytical decision
support. Students will design and implement a data warehouse architecture. Prerequisites: IT 650.
IT 685 Accounting Information Systems (3 credits)
This course focuses on computer-based financial information
systems and their integration into the overall information system of an organization. Students examine accounting systems in terms of inputs and outputs from the viewpoint of
users, controllers, auditors and designers. Topics include computer hardware and software, systems analysis and design,
database management systems, internal control, and specific
accounting and auditing computer applications.

IT 688 Software Testing (3 credits)
This course offers an introduction to the fundamental theory
and concepts of testing computer software, including using
a Life Cycle methodology; reviewing the vocabulary, objectives and limits of software testing; defining and reporting
software defects; and designing and executing test plans.
Students also learn about the challenges facing software
testers. The course concludes with a section on managing
the software testing process. Prerequisite: IT 510.
IT 690 Building Knowledge-based Expert Systems
(3 credits)
This course offers theoretical and practical aspects of artificial intelligence including the design, construction, implementation and evaluation of intelligent systems. Expert
systems in business, industry and government are built
using expert system shells and artificial intelligence programming languages. Knowledge engineering is studied
along with other topics such as state space search, genetic
algorithms, fuzzy logic, neural networks and intelligent
agents. Prerequisites: IT 510 and IT 660.
IT 700 Information Technology Strategy and Policy
(3 credits)
This is the capstone course of the IT masterâ&#x20AC;&#x2122;s degree program
and is designed to provide in-depth understanding of the central role of information technology in the contemporary business environment. Students develop an understanding of the
strategic uses of information technology from a business perspective at the enterprise level. Students also learn how to
manage the information technologies in the firm. They learn
how to harness the power of these new technologies, enabling
them to make better decisions and more effectively manage
their organizations. Students conduct an extensive research
project on the business impact of emerging technologies. The
course also incorporates considerable use of case studies to
give the student more experience with the issues and problems faced by IT managers and executives. Prerequisites: IT
510, IT 600, IT 610, IT 625, IT 630, IT 640, IT 650.
IT 701 Projects in Digital Commerce and eBusiness
(3 credits)
This is the capstone integrating experience course for the
graduate certificate in digital commerce and e-business.
Students take a Web-commerce project from conception to
completion using the knowledge, skills and tools that they
have acquired in the certificate program. As such, a term
project is a major part of the course. In addition, students
will study how to identify business needs and ways to create Web sites to serve those needs and to add value to the
business. Through supplemental readings, students will
keep up on emerging Web-commerce technologies.
Prerequisites: IT 502, IT 510, IT 600, IT 601, IT 640, IT 650
and IT 665.
IT 750 Projects in Artificial Intelligence/Expert Systems
(3 credits)
This is the capstone course in the AI/ES graduate certificate
program. Using expert system shells and/or artificial intelligence programming languages, students conduct a major
project by taking a knowledge-based problem from conceptualization to design, then to knowledge engineering, and
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Southern New Hampshire University
finally to software development and implementation.
Students examine the latest developments in the field, such
as genetic algorithms, case-based reasoning, fuzzy logic,
intelligent agents and neural networks. Prerequisites: IT 500,
IT 660 and IT 690.

Justice Studies
JUS 600 Police in the American Experience (3 credits)
A comprehensive examination of the role of police as gatekeepers in the justice system with particular attention given
to their role, function and responsibilities inside the legal
system commences the course analysis. How police and law
enforcement carry out their duties in a free society will be
the subject of debate and advocacy as will the perennial
issues surrounding police behavior—police misconduct,
police abuse of discretion and police alienation from communities. An equally important aspect of the course will
relate to the legal issues that surround police practice on a
day-to-day basis. Police search and seizure, confessions and
witness cooperation, identification and investigative field
practices, and the law of arrest and detention will be
assessed from a professional, statutory and constitutional
perspective. Attention will be given to the efficacy of judicially ordered remedies in the conduct of police and whether
other methods of intervention may generate better results.
A comprehensive view of litigation tactics and strategies in
police misconduct cases from initial investigation to appeals,
receive significant coverage.
JUS 601 Correctional Policy and Practice (3 credits)
Concepts related to correctional law and its applications are
the central theme of the course. Aside from the usual review
of correctional law issues relating to prison modalities and regimen, discipline and due process, constitutional protections
during incarceration, with special analysis of 8th and 14th
Amendment claims, the course expends considerable time on
the role of function of institutional processes and operations
in the correctional sphere—allowing an even-handed discussion of the rights and responsibilities of both the correctional
officers and supervisory personnel and the inmates within
their custody. Further treatment includes emerging questions
in the prison environment including HIV/AIDS in the facility,
free expression and political speech, the right to vote, family
and conjugal visitation, matters involving parole and furlough
as well as the theory of rehabilitation, both medical and mental in prison operations. Lastly, the course evaluates the
diverse schools of thought in the matter of punishment including its legitimacy and its condemnation and addresses the
more controversial questions in prison practice and therapeutic activity as punishment.
JUS 602 Courts and Judicial Process (3 credits)
This course is a study of select issues and problems concerning the judicial function and appellate process in the federal
system. Initially, the course is devoted to a study of legal
doctrine affecting the appellate process, including: judicial
issues of particular interest at the appellate level; final orders
and interlocutory appeals; prudential considerations limiting
appellate review; issues of federalism affecting relations
between federal and state courts; waiver of appealable
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issues; the proper scope and standard of review (with
emphasis on administrative agency appeals); and the remedial authority of the courts. The course ends with a focus
on the judicial process from a more reflective and philosophical perspective, including: a critique of the judicial philosophies of some leading jurists; a consideration of the function
of courts and judges in a democratic society; and preparation
of a short paper dealing with some significant aspect of the
judicial process.
JUS 603 Law, Ethics, and Justice System (3 credits)
This course will offer an inquiry into the interplay of law,
morality, ethical reasoning and Western legal tradition. The
course exposes the tradition and foundations of the
American legal system with special emphasis on its jurisprudential foundations. Questions of right, justice, equity, law
as moral command and order, natural law reasoning and
the dignity of the human person are central to the instruction. The course delivers a critical look at how our legal and
justice institutions have come about and provides a method
for dealing and delving into perennial legal and moral problems that plague cultures. An overview of the major legal
theories about the nature of law and its place in the political
system will be included. Among the issues considered are
the origin of law, its relationship with divine law, obligations
of obedience and disobedience, and the relationship
between political sovereignty and law.
JUS 604 Legal and Justice Research (3 credits)
A review of the American legal system, including the courts
and the legislatures, role and functions of its personnel, form
and substance of law from a procedural and substantive perspective, and primary and secondary sources of the law.
Students will be exposed to federalism, the function of law
making, and dispute resolution in the judicial system. The
course also surveys the processes of the judicial, legislative,
and executive branches and the role of administrative agencies. Another facet of the course is dedicated to the mastery
of legal method and the research tools essential to that success including: judicial reports, including federal and state
court reports and citation forms; case finding aids, including federal, state, and Supreme Court digests and encyclopedias; citors such as Shepard's Citations; digests; annotated
law reports; legal periodicals, including periodical indexes
and research procedure; the nature, function and characteristics of treatises; research procedures; state and federal
administrative law; federal, state and local court rules; miscellaneous research aids and non-legal research aids. The
student will also be exposed to the various types of law
including crimes, civil actions, contract and business actions
as well as other typologies of law. Course participants will
have ample opportunity to hone and develop critical legal
skills by argument, advocacy, interpretation, and preparation
of legal documents.
JUS 605 Organized Crime (3 credits)
A graduate level examination of the dynamic referred to as
“organized crime” picking up where the undergraduate
course ends. Specific crimes, like racketeering, extortion,
bribery, official corruption, graft, drugs, prostitution and
other illicit trafficking will be analyzed. Investigative tech-

Course Descriptions
niques and prosecutorial strategies that relate to the identification and elimination of organized crime are a major component of the course content.
JUS 606 Planning/Tactics: Homeland and WMD
(3 credits)
A graduate level examination to provide students with a thorough understanding of the strategic, political, legal, and organizational challenges associated with the defense of the U.S.
homeland, the efforts that are under way to meet these challenges, and possible policy options. The course starts by
examining the range of potential threats to the U.S. homeland, focusing on potential terrorist acts. The course then
examines strategies and means for addressing these threats,
including both military and non-military options. The course
goes on to analyze, organizational issues and impediments to
effective policy coordination. Finally, the course addresses
the implications of homeland security challenges and policies
for constitutional rights, legal protections, and civil liberties.
JUS 607 Terrorism and Strategic Response (3 credits)
The course will help â&#x20AC;&#x153;bound the problemâ&#x20AC;? of Homeland
Security by examining how terrorism has spurred sharp
changes in U.S. strategy, policy and governmental design,
and how those changes should continue over the near and
longer term. Elements of Threat and Vulnerability
Assessments will be thoroughly discussed as well as various procedures for assessments and the method of tailoring
the assessment to the facility/area under study. Manners of
protecting the facility/area in question will then be
addressed as well as evacuation plans and emergency plans.
JUS 608 Employment Law (3 credits)
Course content includes the various business entities and the
steps necessary for creation and operation, from initial and
amended articles of incorporation, state filing requirements,
stock certificates and securities, stock ledgers and books, resolutions, dividends and stock splits, employment agreements, as well as introducing other business forms from
partnerships to limited liability corporations. In the employment sector, coverage will examine constitutional and statutory protection related to employee rights from benefits and
pensions to discrimination remedies. Collective bargaining
and other labor questions will be keenly assessed as well as
emerging workplace questions involving maternity and family leave, wages and compensation, COBRA, free expression
and religious rights and novel forms of disability claims.
JUS 609 Private Sector Justice (3 credits)
A basic overview of the role of private sector justice in the
American experience is the course's chief aim. How security
firms deliver services, and how these same entities work with
public justice agencies are chief stresses of the course. An
overview of private sector justice is provided and includes
perimeter and physical security, intelligence gathering, retail
and industrial security, terrorism and executive protection as
well as security in select business and industrial centers.
Careers, regulation and licensure, the debate on professionalization are other areas of major intellectual concern. The
course also heavily dwells on how law and legal principles
of police practice are central to the delivery with students

being exposed to the various regulatory, administrative, statutory and constitutional dynamics of private sector justice.
JUS 699 Practicum in Justice Studies (3 credits)
This course will offer an independent opportunity for mature
and scholarly graduate students to build on and further
develop research, writing, and analytical thinking skills by
authoring a serious work of scholarship. Student is required
to use advanced research and writing skills in the resolution
of a current substantive or procedural legal problem. Student
works directly under guidance of a graduate faculty member and prepares, executes and submits for departmental
review, the proposed course of study.
JUS 700 Justice Studies Thesis (4 credits)
Intensive production of a graduate level thesis under supervision of a Director and Committee and in accordance with
departmental and university policy constitutes the Thesis
course. Far more substantive than a research paper, the thesis may either be quantitative or qualitative in design, but
in any case need address a pertinent issue of originality in
the field of law and public safety. Thesis will be authored
under standards promulgated by the Modern Language
Association (MLA) or under the rules and guidelines published by the Uniform System of Citation of Harvard Law
School. Students need to consult with the Program Director
for guidance and instruction on other requirements.

M.B.A. Graduate Courses
MBA 500 Business Research (3 credits)
This is a course in knowledge and skills relevant to conducting applied business research and analysis. Students will
learn the research methodology and qualitative and quantitative research methods used in business research. Students
will gain insight into the research process by conducting a
research design project on a selected business issue or workplace problem of their choice.
MBA 501 Mathematics and Statistics for Business
(3 credits)
This is an applied course, which will provide students with
the mathematical knowledge and skills that underlie many
courses offered in the school of business. Students will learn
the fundamental concepts and methods of linear algebra,
mathematical functions, differential calculus and statistics
and their applications to business. They will also sharpen
their quantitative, analytical and problem-solving skills that
are so important for success in the world of business today.
MBA 502 Economics for Business (3 credits)
Economics for Business, presented in the traditional in-class
or the Online format, is intended to provide the student with
a concisely focused yet rigorous introduction to both microand macroeconomic theory needed at the foundational level
of a graduate degree program. Some of the topics to be
addressed include: market behavior; demand theory and
related elasticity concepts; production and cost theory;
managerial decision-making in perfectly competitive and
imperfectly competitive markets; GDP determination; unemployment and inflation; and fiscal and monetary policy.
Prerequisite: MBA 501 or equivalent.
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Southern New Hampshire University
MBA 503 Financial Reporting and Analysis (3 credits)
This course is designed to help future business leaders across
all functional areas appreciate and understand the rules and
regulations, processes and procedures, and significance of
financial accounting statements and reports. It provides a balanced presentation between how statements are prepared
and, more importantly, how to analyze these statements and
footnotes to assess a company’s performance within the
industry and management’s performance within a particular
company. New government regulations have made the
integrity and quality of financial accounting information
everyone’s responsibility. This course will help future business
leaders conduct better internal audits, improve forecasts and
valuations, and make better management decisions.
MBA 610 Business Law (3 credits)
This course focuses on the theory and application of business regulations and the laws of contracts, agency, property
and business organizations.
MBA 700 Strategic Management (3 credits)
This capstone course includes the application of learned
skills and the testing, distillation and integration of insights
gained from previous courses and other sources.
Prerequisites: FIN 500, IT 500, QSO 510 and OL 500.
MBA 710 Internship (3 credits)
Internships are available for full-time students to enhance
their educational experiences through appropriate, work-oriented activities in selected environments. Prerequisites: minimum grade-point average of 3.0, completion of at least 18
credits and permission of a sponsoring full-time faculty
member.
MBA 740 Thesis Option (6 credits)
Students may substitute 6 hours of thesis credits for two
elective courses in the M.B.A., master of finance, master of
information technology or master of business education programs. A thesis must be completed within nine months of its
approval. Prerequisites: approval from a full-time supervising faculty member and the school dean.
MBA 750 Independent Study (3 credits)
The school dean may approve an independent study
arrangement, in exceptional circumstances. The arrangement requires a written request and justification by the student, identification of a supervising faculty member and the
dean’s approval.

Business Education
(All DEV, EDU, MBE, RDG and SPED courses may require
students to complete off-campus field experience.)
MBE 600 Current Literature (3 credits)
This in-depth examination of current books and periodicals
familiarizes students with the latest developments in business and business education.
MBE 610 Improvement of Instruction (3 credits)
This course provides an advanced review and comparison of
business education classroom methodologies, including simulations, role-playing and computer-based techniques.
104

Prerequisites: Background preparation: 3 credit hours in
accounting or the equivalent. Field work experience may be
required.
MBE 620 Curriculum Development (3 credits)
This course includes the design and modification of effective
business education curricula. Class members will prepare
and evaluate secondary and/or post-secondary curricula.
Field work experience may be required.
MBE 630 Administration and Supervision (3 credits)
Students study modern administrative theories and practices
related to secondary and postsecondary business education
programs.
MBE 640 Technology for Teachers I (3 credits)
This course involves the study of the use of the microcomputer in secondary and postsecondary business education
courses. Students are required to prepare workable programs
for business education courses and evaluate existing software.
MBE 641 Technology for Teachers II (3 credits)
This course is the second part of the study of the use of technology in the secondary and postsecondary classroom.
Students are required to prepare workable programs for
courses and evaluate existing software. Prerequisite: MBE
640 or permission of the Associate Dean. Field work experience may be required.
MBE 642 Computer Teachers Toolbox (3 credits)
Students study state-of-the-art information technology tools,
resources and methodologies for the computer technology
educator. This course develops the technical competencies
certified computer teachers in New Hampshire need.
Foundational and contemporary topics range from computer
operating systems and system network administration to
end-use applications.
MBE 650 Work-based Learning and Student
Organizations (3 credits)
Students investigate and discuss current issues in business
and vocational education. Topics include the effective
employment of youth organizations in a program and the
efficient operation of a cooperative work experience program. Class members apply the principles discussed in the
course by helping to administer the New Hampshire State
DECA Career Development Conference.
MBE 660 Mainstreaming in Business Education
(3 credits)
This course provides knowledge and understanding of
exceptional children and adolescents in American schools.
Discussion of various handicapping conditions and strategies for the teacher to use in dealing with these conditions
is the focus of the course. While applications to the business education classroom are the focus of this course, it is a
generic course in the field.
MBE 670 Training and Development in Organizations
(3 credits)
This course is a guide to the design, delivery and assessment
of training programs in businesses and other organizations.
Practical emphasis is placed on the development of training

Course Descriptions
programs and evaluation instruments, as well as on the use
of effective instructional methods to deliver these programs.
MBE 680 Business Education at the College Level
(3 credits)
Students study the philosophy and practice of business education at the postsecondary level. This course focuses on
issues, teaching approaches and curriculum and is intended
for those with an interest in teaching at the postsecondary
level. Field work experience may be required.
MBE 685 Globalization in Education (3 credits)
This course is intended to provide educators with a global
perspective in secondary and postsecondary education. The
course concentrates on understanding the cultural, political
and economic differences in countries outside of the United
States. In turn, these principles will be compared to the
United States and integrated into the curriculum.
MBE 690 Seminar in the Learning Environment
(3 credits)
This seminar is aimed at creating an understanding of the
learning environment in a profit or not-for-profit organization. It is a required course in the training and development
certificate program. Prerequisites: MBE 610, MBE 670 and OL
600 or permission of the instructor.
MBE 691 Training and Development Seminar (3 credits)
This course is an experiential seminar that serves as the capstone for the training and development certificate program.
The class meets as a group four times during the term.
Students work independently on field-based projects.
Prerequisite: MBE 690.
MBE 700 Student Teaching (6 credits)
All teacher education majors seeking certification will participate in 16 weeks of full-time practice teaching at nearby
schools. During the 16 weeks, the student teacher receives
close and continuous supervision and guidance from teaching personnel at the school and by a member of the Southern
New Hampshire University faculty. This course also includes
a weekly seminar at the university. Prerequisites: Students
shall be registered for this course upon: 1. Acceptance into
Student Teaching, and 2. completion of all degree coursework. Applications to student teach are due one year in
advance. Prerequisite: MBE 610.
MBE 710 Seminar for School Business Administrators I
(3 credits)
This course focuses on the management skills required in
the complex environment of school business administration.
Students develop the skills that school business administrators need. This serves as a prelude to the field experience in
the second semester course.
MBE 715 Seminar for School Business Administrators II
(3 credits)
This course focuses on the school law and accounting content needs of the school business administrator. Particular
attention is paid to the financial accounting records and procedures that are critical to the performance of the job of business administrator. Prerequisites: MBE 710. Background
preparation: 6 credits of accounting.

MBE 720 Seminar for School Business Administrators III
(3 credits)
This course focuses on the practical application of the skills
required for certification as a school business administrator.
The major focus of the course is on gaining field experience
with a practicing school business administrator. Areas of
emphasis include budget development, contract bidding,
information processing, human resource management and
financial reporting. Prerequisites: OL 610 and MBE 715 with
a minimum grade of “B”.

M.F.A. Graduate Courses
MFA 510 MFA Workshop: Fiction Writing I (12 credits)
Fiction Writing I is a course designed to provide the student
entering the MFA program in fiction a grasp of the central
principles of writing professional quality fiction. Students
will submit to the instructor every four weeks 30 pages of
manuscript, double-spaced, 12 point font, with pagination.
In addition, and on a schedule established with the instructor, students will submit on a bi-weekly basis a reading journal covering the reading assignments accomplished during
the period. By the end of the course the student should have
completed between 60 and 120 pages of polished fictional
prose (prose well beyond the first or second draft).
MFA 511 MFA Workshop: Fiction Writing II (12 credits)
Fiction Writing II is designed to extend a student's grasp of
the essential principles of writing professional-quality fiction. During the second semester students also prepare to do
a substantial critical analysis in their genre through a series
of brief critical papers in addition to developing creative
manuscripts. Students will submit to the instructor every
four weeks 30 pages of manuscript, double-spaced, 12 point
font, with pagination. In addition, and on a schedule established with the instructor, students will submit a reading
journal on the two assigned books and brief critical papers
on selected stories and novels they are reading during the
semester.
MFA 512 Graduate Fiction Workshop III (12 credits)
Fiction Writing Workshop III builds on the foundations laid
in the previous year (two writers’ residencies and two sixmonth faculty-mentored courses, MFA 510 and 511). In this
course, students will write an extended critical essay on a
contemporary author or authors, continue work on their
book-length thesis project in fiction, and develop critical literacy by continuing to read in prose fiction genres.
MFA 513 Graduate Fiction Workshop IV (12 credits)
Fiction Writing Workshop IV completes the sequence of four
residencies and four mentored semesters of reading, critical
analysis, writing, and participation in workshops, lectures,
and public readings. By the end of the course students should
have a manuscript of prose polished to a level of professional
quality to be suitable for submission to agents and editors.
MFA 520 MFA Workshop: Nonfiction Writing I
(12 credits)
Nonfiction Writing I is a course designed to provide the student entering the MFA program in nonfiction a grasp of the
central principles of writing professional-quality nonfiction.
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Southern New Hampshire University
Students will submit to the instructor every four weeks 30
pages of manuscript, double-spaced, 12 point font, with pagination. In addition, and on a schedule established with the
instructor, students will submit on a bi-weekly basis a reading journal covering the reading assignments accomplished
during that period.
MFA 521 MFA Workshop: Nonfiction Writing II
(12 credits)
Nonfiction Writing II is designed to extend a student's grasp
of the essential principles of writing professional quality
nonfiction. During the second semester students also prepare to do a substantial critical analysis in their genre
through a series of brief critical papers in addition to developing creative manuscripts. By the end of the course the student should have completed a series of short critical essays
and between 60 and 120 additional pages of polished nonfiction prose.
MFA 522 Graduate Nonfiction Workshop III (12 credits)
Nonfiction Writing Workshop III builds on the foundations
laid in the previous year. In this course, students will
research and write an extended critical essay (suitable for
publication) on a contemporary author or authors, continue
working on a book-length thesis project in nonfiction, and
develop critical literacy by continuing to read in prose nonfiction genres.
MFA 523 Graduate Nonfiction Workshop IV (12 credits)
Nonfiction Writing Workshop IV completes the sequence of
four residencies and four mentored semesters of reading,
critical analysis, writing, and participation in workshops,
lectures, and public readings. By the end of the course, students should have a manuscript of prose polished to a level
of professional quality to be suitable for submission to
agents and editors.

Marketing
MKT 500 Market Strategies (3 credits)
This course is a study of the activity by which organizations
discover consumer and other organizationsâ&#x20AC;&#x2122; needs and
wants, and then provide satisfaction through a mutually
beneficial relationship. Students will explore the topics of
selecting a target market, conducting marketing research,
and designing product, price, promotional, and distribution
strategies through the development of a marketing plan.
MKT 605 Integrated Marketing Communications
(3 credits)
This course is concerned with the development, evaluation
and implementation of integrated marketing communication
strategies in complex environments. The course deals primarily with an in-depth analysis of a variety of concepts, theories, facts and analytical procedures, techniques and models
in topics that include various communication functions,
media alternatives and the integrated marketing communication concept. Prerequisite: MKT 500 or permission of the
instructor.
MKT 609 Advertising and Public Relations (3 credits)
This course is concerned with the development, evaluation
106

and implementation of advertising and public relations
strategies in complex environments. The course deals primarily with an in-depth analysis of a variety of concepts, theories, facts and analytical procedures. Management of
integrated advertising and public relations communication
strategies are described in topics that include various communication functions, media alternatives and branding initiatives. Prerequisite: MKT 500
MKT 610 Advertising Management (3 credits)
This course addresses the specific activities involved in managing an advertising campaign, including research, media
selection, copywriting, layouts and the role of ad agencies.
Prerequisite: MKT 500.
MKT 612 Integrated Media Strategies (3 credits)
This course examines the relationship triad between the
media, a company, and its publics. Companies interact with
media on multiple levels, from advertising media negotiating
and buying, to choosing vehicles for its sales promotion, to
public relations, Those interactions are critical, but must be
considered in the context of mutual interaction between a
medium and its audiences, and the mutual interaction
between a company and its targeted market segments,
which may be represented by all or some of those audiences.
This course also addresses issues such as understanding the
strategic nature and goals of media today, identifying media
contacts in primary, appropriate media channels and maintaining mutually beneficial relationships with them, and
planning and executing media communication strategies that
are designed to capitalize on the strength of selected media
with their audiences to ensure success of projects on brand,
category and corporate levels.
MKT 615 Relationship Selling Strategies (3 credits)
This course allows students the ability to become familiar
with the selling environment. A decision making perspective
is accomplished through a modular format that consists of
the discussion and analysis of basic concepts, identifying
critical decision areas and presenting analytical approaches
for improved professional selling and sales management initiatives as they apply to customer satisfaction strategies.
Prerequisite: MKT 500.
MKT 620 Consumer Behavior (3 credits)
The course focuses on the consumer marketâ&#x20AC;&#x2122;s behavior by
investigating the psychological, sociological, economic, and
anthropological theoretical and research-based influences.
Designing effective marketing strategies and using the
knowledge of these influences will be explored. Prerequisite:
MKT 500.
MKT 630 Marketing Research (3 credits)
This course addresses the identification of the value of
research and the problem to be resolved. Numerous mathematical analysis techniques and research design issues are
incorporated. Prerequisites: QSO 510 and MKT 500.
MKT 640 Business to Business Marketing (3 credits)
This course focuses on the business customer market:
understanding its behavior and developing effective marketing strategies to reach it. Prerequisite: MKT 500.

Course Descriptions
MKT 650 Retail Management (3 credits)
A multi-channel approach is used as students examine the
critical factors that shape successful retail companies. The
impact of retailing on the global economy is addressed from
managerial and consumer perspectives. Many information
technology applications are discussed in the contexts of
maintaining a competitive advantage and running a highly
effective organization. A survey of top global retailers and
analysis of the changing retail environment round out this
course. Prerequisite: MKT 500.
MKT 660 Marketing Strategies for Not-for-Profit
Organizations (3 credits)
Students in this course apply marketing concepts and practices to not-for-profit organizations. This course also
explores sources of financial support and strategies for their
development. Prerequisite: MKT 500.
MKT 668 Services Marketing (3 credits)
The world's economy is undergoing substantial change.
Globally, many manufactured products have service components. Domestically, a shift in emphasis from a base in manufactured goods to an economy based in services is in
progress. Whether a firm is marketing manufactured goods,
services, or a combination, services marketing can provide
a competitive advantage. Therefore, understanding the service aspect of business is a requirement for every marketer,
in every company, in every industry. This course presents
concepts, theories, models and measurements of services
marketing using current literature in the field, cases and
experiential opportunities. It stresses the global perspective
and covers both B2B and consumer services. Prerequisite:
MKT 500.
MKT 670 Product Management (3 credits)
This course addresses the growing role of the product manager within the marketing organization and his or her role in
new product development and management. Prerequisite:
MKT 500.
MKT 675 Ethical and Legal Issues in Marketing
(3 credits)
This course examines a range of ethical issues facing marketing managers as seen through the viewpoints of various
comprehensive ethical theories. The goal is for students to
develop their own ethical framework for making marketing
decisions within the knowledge of the various ethical theories and U.S. marketing laws. Traditional topics such as
ethics in marketing research, product liability, selling, advertising, and pricing are covered. Emerging ethical issues such
as international marketing, competitive intelligence, socially
controversial products, privacy, and corporate policies are
also examined. However topics may change to reflect current
business concerns. The course is taught using a seminar format utilizing cases and readings. Prerequisite: MKT 500.
MKT 678 Brand Management (3 credits)
Strong brands are increasingly recognized as one of a companyâ&#x20AC;&#x2122;s most valuable assets. Brands create expectations in
consumers, and by their nature implicate the company in
delivering on those expectations. Therefore, the tasks of creating, building and managing brands are critical success fac-

tors for a firm. This course seeks to develop in students an
understanding of the theories, models and strategies that
enable a firm to achieve its branding goals. Through a combination of text and current research publications, students
will be exposed to current and emerging branding theories
and models. By analyzing cases, and reading and reviewing
current business literature, students will gain understanding
into how those theories and models translate into strategies
and implementations. Prerequisite: MKT 500.
MKT 690 Corporate Communications (3 credits)
This course provides students with an understanding of contemporary issues facing corporations, including consumerism, environmentalism, and globalism, and the role of
public relations in helping an organization thrive in its environment. The four-part public relations process of research
and fact-finding, planning and programming, implementing
and communicating and evaluating is reviewed.

Organizational Leadership
OL 500 Human Behavior in Organizations (3 credits)
This course is a study of individuals and groups and their
interaction. Students examine theories of motivation, communication, leadership, power and change with practical
relation to contemporary issues. They also study organizations for key design variables and reward systems aimed at
improved performance and organizational efficiency through
employee motivational programs, participative management
and cooperative decision-making. Team intensive course.
OL 600 Strategic Human Resource Management
(3 credits)
This course emphasizes the strategic role of the human
resource manager in performing functions of recruitment,
hiring, training, career development and other contemporary
processes within the organizational setting. It serves as an
introduction to the areas of compensation, collective bargaining, affirmative action and other regulatory procedures
and requirements as they relate to contemporary applications in organizations.
OL 605 Human Resource Certification Course (3 credits)
Students focus on strategic and policy issues in the field of
human resource management. Students and the instructor
will select topical areas within the field to conduct in-depth
research. Prerequisite: completion of a non-credit certification program.
OL 610 Labor Relations and Arbitration (3 credits)
This is a study of public and private labor relations and
methods of dispute resolution that stresses labor agreement
administration, grievance procedures and arbitration. It
includes the examination of the history of union-management relations, bargaining and negotiation strategies. The
limitations of the use of power also are studied.
Prerequisites: OL 500 and OL 600 are recommended.
OL 620 Compensation and Benefits Management
(3 credits)
This course examines the compensation and benefits functions within the organizational structure and ways they
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Southern New Hampshire University
impact the management function. Topics include job analysis, surveys, wage scales, incentives, benefits, HRIS systems
and pay delivery administration. Students design a compensation and benefits program as a course outcome.
Prerequisites: OL 500 and OL 600 are recommended.
OL 630 Entrepreneurship and Small Business
Management (3 credits)
This course is a study of entrepreneurship and small businesses from a management standpoint and includes the
analysis of research, marketing, taxes, forms of business,
capital and venture capital opportunities. Students complete
a real-world project or Small Business Institute consultancy.
OL 635 Consulting (3 credits)
Students examine consulting, from defining what a consultant is to analyzing the problems and expenses involved in
starting a consulting business. Topics include promotion,
establishment of a client list, computers that support consulting and contracts.
OL 640 Franchising (3 credits)
Topics include research, analysis, evaluation, financing and
legal requirements of existing and potential franchises. Also
included are methodologies of the franchise agreement, the
operating manual, the Uniform Franchise Offering Circular
(UFOC), and research and marketing theory and practice.
Students prepare a research paper based on a real or proposed
franchise. The course also examines international franchising.
OL 660 Redesigning Middle Management (3 credits)
This course addresses the 10 management roles defined by
Mintzberg and the three skill areas identified by Katz as
applied to the middle management role traditionally found
in organizations. Based on research and a review of the literature on Total Quality Management, Reengineering, and
the Learning Organization, the course will outline and
enable students to develop a new role for middle managers
in a contemporary organizational setting. Team intensive
course. Prerequisites: OL 500 and OL 600 are recommended.
OL 663 Leading Change (3 credits)
Leading Change is a course focusing on transforming organizations by introducing Kotter's eight processes by which
leaders effect change. Because organizations, leaders and
employees differ, various techniques and strategies are
examined. The course integrates Kotter's processes for leading change, organizational development and transformation
theory and practice, and an analysis of an organization
which has effected systemic change. The use of work teams
as a key change factor will have special emphasis.
OL 665 Leading and Managing Not-for-Profit
Organizations (3 credits)
Students will apply management concepts and leadership
practices to not-for-profit organizations and by doing so will
gain an understanding of the complexities and challenges
present with leading and managing not-for-profit organizations. Practical experience will be derived from actual case
studies and required strategic audits.
OL 670 Organizational Leadership (3 credits)
This course combines theory and practice by encouraging
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students to learn traditional and contemporary leadership
theories and apply them to the analysis of the behavior of
business managers, entrepreneurs and other recognized individuals. This course includes readings, cases, exercises and
numerous examples of effective leadership models. Areas
covered include the societal evolution of leadership; the
leadership roles of strategy, vision and transformational
change; the development of leaders; the leadership responsibilities of creating effective teams, organizations and cultures; the exploration of different leadership styles; and
current popular approaches to leadership theory. Team
intensive course. Prerequisite: OL 500 or HOS 550.
OL 675 Leadership and Ethics (3 credits)
Leadership and Ethics is a course which focuses on the ways
current and emerging leaders assess the values that influence their actions. The course draws on the rich tradition of
great thinkers as well as the extensive body of leadership literature to examine the critical role ethics plays in leadership.
The course, conducted in seminar format, is a process
course. It is only through thoughtful reading, reflection, writing and discussion that students are able to recognize and
shape the qualities they see as valuable for their own leadership roles, both personally and professionally.
OL 690 Responsible Corporate Leadership (3 credits)
The focus of the course is on examining the internal and
external business environments and how they affect corporate strategy and decision-making. Significant themes
throughout the course are: the regulatory process, ethical
decision-making, and corporate social responsibility. Cases,
handouts and current issues are the primary tools used to
evaluate and analyze management decisions. The outcome
of the course is to enable students to identify additional
alternatives and recommend socially responsible strategies
that leaders can use for decision-making, drawing on the
advantage of hindsight.
OL 725 Strategic Leadership (3 credits)
In this course the focus is on the study, identification and the
development of the knowledge and expertise that pertain to
the effective execution of strategic leadership. The course
also examines contemporary writings, case studies and
research that relate to the phenomenon of strategic leadership. Students will analyze case studies within the context of
the key components of strategic leadership. Connections will
also be made to the historical roots of strategic leadership
by examining the writing attributed to Sun Tzu (circa 450
BC), one of the earliest strategists to codify the principles of
strategic leadership. The intent is to make the student aware
of the specific skills and competencies that have the potential of making the student an effective leader at the strategic
level of an organization.
OL 750 Contemporary Issues in Organizational
Leadership (3 credits)
This is the capstone course for the M.S. in organizational
leadership. Students examine contemporary issues challenging leaders of the postmodern organization. Using a case
based approach, students will examine specific issues under
the broader themes of leadership, teamwork, quality,
change, organizational structure and trustworthiness. Within

Course Descriptions
the context of these themes, students will be exposed to the
latest trends that have begun and will continue to challenge
organizational leaders for the foreseeable future. Students
develop environmental scanning techniques that will assist
them in the identification of potentially new areas for opportunities as well as develop an understanding of some systems changes already under way in the business
environment. Team intensive course. Prerequisites: OL 500,
OL 600, OL 670 and OL 690.

Program in Community Mental Health
PCMH 500 Orientation Weekend
This weekend introduces students to the community mental
health program and includes an overview of the philosophy
and content and information about how the program is operated. Students create an Individual Professional Development
Plan that outlines their learning and career goals. The IPDP
serves as a means of communication between students and
their advisors throughout the program.
PCMH 600 Overview of Behavioral Health Services
(3 credits)
In this course, students gain an understanding of co-occurring psychiatric disabilities and psychoactive substance
abuse disorders, severe emotional disturbances affecting
children and adolescents and their impact on the lives of
people diagnosed with these disabling conditions. This
course also provides an overview of emerging policy and
practice in behavioral health care, including the historical
context in which service systems organize, finance and
deliver care; the current approaches to comprehensive treatment and support; the impact of managed care; and community- building, advocacy and systems change. Topics are
addressed from multiple perspectives, with a strong emphasis on the perspective of service recipients and their families,
as well as service providers, policy makers and the community at large.
PCMH 605 Measurement (3 credits)
This course will provide students with an overview of the
principles and practice of measurement and testing in the
helping professions. Students in this course will gain an
understanding of the major theories underlying different
approaches to psychological measurement, and the ethical
and psychosocial issues involved in measurement. This
course will focus on selecting instruments for gathering data
and information, evaluating the utility of these instruments
in terms of their psychometric properties including reliability
and validity, and understanding and interpreting the results
of clinical measures. Students will gain familiarity with the
major measurement techniques for children and adults in
the following areas: intelligence and educational testing, personality assessment, vocational and aptitude testing,
strength based assessments, substance abuse, and other clinical issues such as mood, eating disorders, adaptive behavior and trauma.
PCMH 610 Helping Relationships (3 credits)
Students in this course gain an understanding of the clinical
process and begin to develop the communication and con-

sultation skills that are essential for working with individuals with significant mental health and substance abuse problems, their families and other professionals. Skills covered
include values clarification, establishing effective relationships, listening, team building, working with natural supports, mediation, negotiation and conflict resolution.
PCMH 615 Practicum (1 credit)
Students complete a 100-hour practicum involving skillsbased practice and experience, primarily in the areas of
introductory counseling and diagnosis and assessment.
PCMH 621 Community Resources & Rehabilitation
(3 credits)
This course explores the concept of the whole community as
a resource. It begins by exploring state-of-the-art approaches
to community support services and treatment planning.
Within the treatment planning process, it looks at how a
wraparound approach to service delivery individualizes and
strengthens outcomes in community-based services, by
addressing both client skill and support needs. “Traditional”
community resources such as entitlement programs, housing, education, vocational rehabilitation, legal, medical and
social services are covered. However, the course emphasizes
the need for practitioners to go beyond “traditional”
resources and to help individuals identify and access nonagency oriented community supports and services in order
to promote community integration and membership.
PCMH 635 Clinical Skills I: Integrated Community
Mental Health Treatment for Children, Youth and
Families (3 credits)
The first of two courses designed to develop student knowledge and skills in community-based service approaches for
children and adolescents experiencing a severe emotional
disturbance and their families. This course is focused on
commonly used treatment modalities with children, adolescents, and families that can be used in a variety of settings.
Specifically, these treatment modalities include: Behavior
and Cognitive Behavior Therapy, Solution Focused Therapy,
and Narrative Therapy. Students will learn the theoretical
framework and assumptions for each approach, therapeutic
techniques associated with each intervention, how each
therapeutic approach can be used for specific mental health
issues (i.e, depression, anxiety, ADHD, substance abuse disorders, conduct disorders), cultural and developmental considerations, and the existing research on such practices.
Students will have opportunities to practice these clinical
skills in class and discuss how to apply these practices with
children and families in their internship settings.
PCMH 636 Clinical Skills II: Integrated Community
Mental Health Treatment for Children, Youth and
Families (3 credits)
This course is the second of two clinical classes designed to
introduce learners to the skills utilized in community mental
health practice with children, adolescents and families. It
will focus on the youth and families in crisis in the context
of the natural community and the community mental health
system. It will review history and theory of crisis interventions, proactive planning for individual youth before the cri
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sis occurs or reoccurs and risk assessment strategies. The
course will offer techniques for working with children, families and the general community during times of individual,
family or community crisis (mental health or health crisis,
accident, death, etc). Specific topics of focus will include:
self-harm/suicide, trauma, violence, and natural or human
caused disasters. Strategies for assessment, planning, and
intervention will emphasize family members as partners,
solution and strength based treatment planning and interventions, natural and community based supports.
PCMH 645 Clinical Skills I: Integrated Community
Mental Health and Substance Abuse Services for
Adults with Psychiatric Disabilities (3 credits)
This course will build a clinical and practical foundation for
intervening with individuals who have co-occurring mental
illness and psychoactive substance use disorders. Essential
epidemiological, etiological, assessment, and intervention
areas will be covered. A variety of motivational and contextual dimensions will be explored: 1) empowerment, 2) hope,
3) recovery education and symptom self-management, 4) selfhelp, and 5) therapeutic interventions. We will address family support, involuntary interventions, intervention networks,
and integrated clinical services by using a general systems
theory approach. Out-of-class reading and project work will
be required to demonstrate skill learning and competency.
PCMH 646 Clinical Skills II: Integrated Community
Mental Health and Substance Abuse Services for
Adults with Psychiatric Disabilities (3 credits)
This course will integrate empirical and functional aspects of
the therapeutic process when intervening with individuals
who have co-occurring mental illness and psychoactive substance use disorders. Students will learn to employ core clinical interventions and treatment modalities. The course will
require the demonstration of a high level of student skill
and competence in clinical and psychosocial interventions
used with individuals with co-occurring mental illness and
substance abuse. The complexity and heterogeneity of cooccurring disorders will be closely examined. There will be a
special emphasis on how an individualâ&#x20AC;&#x2122;s experience of
trauma complicates clinical work. Unique ethical and
boundary issues will be addressed. Out-of-class reading and
project work will be required to demonstrate skill learning
and competency.
PCMH 650 Internship I (3 credits)
Students complete a 300-hour clinical internship in a relevant program or agency and under the supervision of a qualified field instructor. Students must develop a learning
contract with their internship providers. Faculty members
supervise and serve as liaisons. Internships are offered only
on a pass/fail basis.
PCMH 662 Internship II (3 credits)
Students in the masterâ&#x20AC;&#x2122;s program complete an additional
300-hour internship that focuses on the development of
advanced clinical and/or leadership and management skills
under the supervision of a qualified field instructor. Students
must develop learning contracts with their internship
providers. Faculty members supervise and serve as liaisons.
Internships are offered only on a pass/fail basis.
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PCMH 663 Internship III (3 credits)
Students in the mental health counseling track may choose
an additional 300-hour internship that focuses on the development of advanced clinical and/or leadership and management skills under the supervision of a qualified field
instructor. Students must develop learning contracts with
their internship providers. PCMH faculty provide individual
and group supervision for the students and serve as liaisons
to the internship site. Offered on a pass/fail basis only.
PCMH 665 Program Evaluation and Systems Research
(3 credits)
This course introduces students to the principles and practices of program evaluation and systems research, including
quantitative and qualitative research methodologies.
Students become informed readers of research literature,
develop a research proposal on a topic of interest and learn
how to use data to evaluate individual clinical practice and
program/agency outcomes. Methods for gathering information from and for key constituencies are emphasized.
PCMH 666 Professional Affairs and Ethics (3 credits)
Students review standards and guidelines developed by
counseling and various other human service disciplines for
community-based outreach and support services in behavioral health. Students clarify their own values and develop a
set of guidelines to resolve ethical dilemmas as they occur.
The course includes an overview of professional practice
issues for counselors and community behavioral health professionals.
PCMH 667 Community and Systems: Analysis,
Consultation and Change (3 credits)
Students examine the research on community systems and
change, strategies for analyzing and understanding communities and service systems, and community organizing and
advocacy approaches being used in the field. Students learn
the consultation skills critical to promoting collaboration and
change in systems and communities and complete a project
that integrates the research literature with practical applications and action strategies in this area.
PCMH 671 Special Topics, Mental Health Counseling for
Children and Families (3 credits)
This course covers emerging issues and trends in mental
health counseling for children and families. It has a clinical
focus and includes applications of new research, emerging
clinical practices and/or advanced practice in a specific treatment intervention.
PCMH 672 Management of Behavioral Health Services
(3 credits)
This course explores aspects of leadership and management
roles within behavioral health organizations. It provides an
introduction to such topics as personal management and
self-awareness, managed care, and organizational dynamics,
change and leadership. Students also learn about basic
aspects of managing organizations, including financial management, risk management and strategic affiliations.

Course Descriptions
PCMH 673 Special Topics Mental Health Counseling for
Adults (3 credits)
This course covers emerging issues and trends in mental
health counseling for adults with mental health issues. It has
a clinical focus and includes applications of new research,
emerging clinical practices and/or advanced practice in a
specific treatment intervention.
PCMH 674 Special Topics, Mental Health Substance Use
Counseling (3 credits)
This course covers emerging issues and trends in mental
health counseling for persons with substance use disorders.
It has a clinical focus and includes applications of new
research, emerging clinical practices and/or advanced practice in a specific treatment intervention.
PCMH 675 Co-occurring Issues for Children and Families
(3 credits)
This course focuses on three issues. The first is understanding families with a member who abuses substances. This
includes an understanding of family systems, issues related to
culture and ethnicity, the impact of domestic violence and
effects specific to very young children. The second, specific
interventions for youth who are abusing substances, includes
strategies for providing intensive treatment options in the
community, developing pro-social behaviors and legal issues
that affect minors. The third, system and community issues,
includes ways to address cross-social service system treatment barriers and community education and mobilization.
PCMH 676 Physiology of Addictions and
Psychopharmacology (3 credits)
This course covers the physiology of addictions and the
effects and prevalence of major addictive and abused substances. Students develop an understanding of withdrawal
symptoms and detoxification protocols. Students also gain a
working knowledge of major medications used to treat psychiatric, substance use and co-occurring disorders and basic
medical problems for which referrals should be made.
Educating individuals and their families on medication benefits and side effects is emphasized.
PCMH 677 Special Topics, Management and Policy
(3 credits)
This course covers national policy issues (e.g., health care
reform) and emerging issues and trends in behavioral health
management (e.g., managed care, quality improvement, risk
management, and customer and stakeholder involvement)
that affect mental health counselors and managers in behavioral health settings.
PCMH 680 Diagnosis and Assessment (3 credits)
This course provides an overview of standard assessment
and diagnostic methods in counseling. Students develop the
capacity to use a systematic inquiry process for obtaining
important and accurate information during assessment.
Students will gain a practical, working knowledge of the
DSM-IV and the most critical instruments used to assess
mental health and substance abuse problems. Ethical, cultural and other issues related to test bias and the interpretation of test results are discussed.

PCMH 682 Human Development (3 credits)
This course reviews significant research findings and theory
about human development. Building a multidimensional
framework for understanding development processes and
dynamics and for predicting challenges associated with life
transitions is emphasized. The interplay of the biological,
cognitive, social and cultural influences of each aspect of
development also is stressed.
PCMH 683 Group Process (3 credits)
This course enables participants to acquire knowledge about
theory and a way of thinking about and working with small
groups. It is based on the assumption that experiential learning is the most effective way to get acquainted with a new
and challenging topic. The course combines presentations of
various theoretical issues related to group work with structured learning experiences that enable the application of
newly acquired content in familiar contexts.
PCMH 684 Psychopathology (3 credits)
This course is an overview of research on risk factors, theories of causation and treatment modalities for major psychiatric disabilities. It builds a model that integrates genetic,
physiological, temperamental and environmental variables
as factors that contribute to the risk for psychiatric and
addictive disorders. The research base for models of causation and treatment effectiveness is emphasized.
PCMH 685 Social and Cultural Foundations (3 credits)
This course focuses on the interaction between society and
the individual. Students gain an understanding of issues
related to race, gender, age, disability, sexual orientation,
ethnicity, culture and religious preferences and develop the
knowledge and skills for culturally competent practice in
behavioral health services.
PCMH 686 Career and Lifestyle Development (3 credits)
This course reviews the major theories of career counseling.
It explores life factors and roles that influence decision-making and reviews community and informational resources for
career development. It also covers major career-counseling
techniques and programs for the general population and for
people with disabilities.
PCMH 687 Marriage and Family Therapy (3 credits)
This course offers an overview of prominent approaches for
working with couples and families, including psychodynamic,
behavioral, communication-based, experiential, multigenerational, structural, systemic and strategic approaches. Special
attention is given to research-based strategies for working
with families in which one or more members have a longstanding disabling condition.
PCMH 688 Counseling Theory (3 credits)
This course provides students with an overview of several
formal counseling and psychotherapy theories. Students
consider the key concepts and applications of many theories,
including RET, TA, Gestalt, person-centered, psychoanalytic,
Bowen Systems, Adlerian and Narrative Brief-Treatment. A
wide range of teaching and learning methods will be utilized, and approaches that actively involve students in the
learning process will be emphasized.

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Southern New Hampshire University
PCMH 689 Early Childhood and Infant Mental Health
(3 credits)
This innovative new course provides an overview of the latest assessment and intervention techniques used with
infants, very young children and their families, with a strong
emphasis on social and emotional development and mental
health. Students will gain an understanding of the impact
that early trauma, family violence, poverty and developmental disabilities can have on young children. Students will
establish a context for working with young children in various community settings.
PCMH 690 Masterâ&#x20AC;&#x2122;s Project (2 credits)
Students must write an analytical paper that includes a literature review in an emerging area of clinical practice, and
may also focus on a review and analysis of a policy issue or
trend; a program design, development or evaluation; a systems change strategy plan or analysis; or a grant proposal.
Students are expected to integrate relevant literature, concepts and theories from their courses.
PCMH 710 Independent Study (3 credits)
This course is intended to be designed independently by a
program in community mental health graduate student, in
concert with an instructor, and with program approval. The
independent study may address a clinical, management or
research topic, either to meet a specific course category
needed for licensure that is not otherwise covered within the
curriculum or to allow the student advanced study in an area
of interest.

Psychology
PSY 515 Adolescent Psychology (3 credits)
This course is a study of developmental growth that is
focused on the transition to adolescence and processes of
physiological, cognitive, social and emotional changes that
occur during the teen years. Ten hours of field experience is
included.
PSY 521 Educational Psychology (3 credits)
This course studies the principles and theories of learning
as they relate to the developmental levels of children and
adolescents in the elementary through high school years.

Quantitative Studies and Operations and
Project Management
QSO 510 Quantitative Analysis for Decision-Making
(3 credits)
This is a survey course in quantitative analysis techniques
used to support decision-making. Students will learn several quantitative techniques that are used extensively for
decision-making in various business disciplines. Background
preparation: MBA 501 or equivalent (6 credit hours in mathematics and 3 credit hours in statistics).
QSO 520 Management Science through Spreadsheets
(3 credits)
This is an application-oriented course that introduces the students to the most commonly used management science/
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operations research techniques such as linear programming,
integer programming, goal programming, nonlinear programming, network modeling, queuing theory and simulation.
The students will learn how to combine the power of the
management science and spreadsheets to model and solve a
wide variety of business problems. Prerequisite: QSO 510.
QSO 530 Applied Statistics for Managers (3 credits)
This course will provide the students with statistical tools
and techniques that will enable them to make an immediate
impact in their careers. This course will be realistically oriented and numerous business examples and cases will be
analyzed. Prerequisites: MBA 501 or equivalent (6 credit
hours in mathematics and 3 credit hours in statistics).
QSO 600 Operations Management (3 credits)
This course is about the operations function, which is
responsible for the creation of goods and services of the
organization. This course is intended to be a survey of operating practices and models used in managing the operations
in both manufacturing and service organizations.
Prerequisite: QSO 510.
QSO 610 Management of Service Operations (3 credits)
This course is intended to help students prepare for management opportunities in service firms that represent the fastestgrowing sector of the economy. The material focuses on the
role and nature of service operations, and the relationship of
operations to other business functions. The students will
develop skills and learn techniques for effective management
of service operations. Prerequisite: QSO 510.
QSO 620 Six Sigma Quality Management (3 credits)
This course is designed to provide an understanding of the
design and implementation of quality control and improvement systems. It is an introduction to current quality management approaches, statistical quality control and quality
improvement techniques. ISO-9000 also will be discussed.
Case studies and the use of computer technology will be
integral to the course. Prerequisite: QSO 510.
QSO 630 Supply Chain Management (3 credits)
This course analyzes the role and activities of those involved
in supply chain management decision-making. It emphasizes
the importance of transportation planning, inventory control,
warehouse management, development of customer service
standards, and procurement in the design and operation of
supply and distribution systems. The importance of information systems and the Internet in supporting such activities, is also discussed. Special attention is given to the close
working relationships with managers in other functional
areas including information systems, marketing, and international operations. Prerequisite: MBA 501 or equivalent.
QSO 635 International Supply Chain Management
(3 Credits)
This course would provide a comprehensive understanding
of the supply chain management function related to the
international environment in terms of business/cultural customs, legal considerations, purchasing strategies, financial
aspects, and international distribution. Prerequisite: MBA
501 or equivalent.

Course Descriptions
QSO 640 Project Management (3 credits)
This course will include the study of the concepts, tools and
practices of project management. The course will adopt a
managerial process approach to project management, which
consists of initiating, planning, executing, controlling and
closing the project. Major topics will include project scope,
project time, project cost, project quality, project risk, project
resources, project communications and how to be an effective project manager. Cases will be utilized to integrate the
learning in the course and provide decision-making experience for the student. Prerequisite: MBA 501 or equivalent (6
credit hours in mathematics and 3 credit hours in statistics).
QSO 645 Project Management for PMP Certification
(3 credits)
This course provides a comprehensive knowledge of project
management while preparing the students for the Project
Management Professional (PMP®) certification exam conducted by the Project Management Institute (PMI®).
Students taking this course to prepare for the PMP® certification exam should ensure that they meet all of the eligibility
requirements established by the PMI® for the PMP® certification exam. Prerequisite: MBA 501 or equivalent (6 credit
hours in Mathematics and 3 credit hours in Statistics).
QSO 680 Seminar in Project Management (3 credits)
Project management is a core skill in today's fast-moving
business environment. Project managers are required to
manage complex, time-pressured projects and programs
using advanced tools and techniques for maximum effect. In
this course, the students will learn about advanced methods
to initiate, plan and control projects. They will gain experience planning a complex project using both manual and PCbased tools. Prerequisite: QSO 640 or QSO 645
QSO 690 Topics in Operations Management (3 credits)
This course is designed to prepare students to function as
high-impact manufacturing and/or service managers. The
course theme is Total Quality Management and focuses on
manufacturing systems, quality controls and inventory management with the goal of finding constant approaches to productivity improvement through in-depth investigation of JIT
and OPT and their adaptability to manufacturing and service
systems. Prerequisite: QSO 600.

Reading
(All DEV, EDU, MBE, RDG and SPED courses may require
students to complete off-campus field experience.)
RDG 503 Emerging and Early Literacy Development
(3 credits)
Students will analyze several major theoretical perspectives
on literacy development from kindergarten through 4th
grade. The course will explore classroom literacy environments that encourage the development of reading, writing,
listening and speaking in the early elementary classroom.
Students will learn a variety of effective strategies for the
instruction and assessment of reading and writing in the
early elementary classroom. Differentiating instruction to

meet the needs of students from diverse backgrounds will be
integrated into the course content. Ten hours of field experience is included. Prerequisites: EDU 521, PSY 521 and EDU
533.
RDG 504 Content Area Literacy (3 credits)
This course focuses on the development of reading comprehension and fluency in grades 5-12. Students will become
familiar with effective practices to support the development
of reading and language arts for students from middle
through secondary school. The course will focus on the
reading and writing of literature and expository text as a
foundation for learning with an emphasis on reading comprehension, vocabulary development, research and study
skills. Students will examine ways to address the needs of
diverse and special needs students. Ten hours of field experience is included. Prerequisites: EDU 521, PSY 521 and EDU
533.
RDG 531 Literature for Children and Young Adults
(3 credits)
This course will study literary genres and categories found in
children’s literature, preschool through intermediate levels.
Students will read and analyze literature according to a set of
established criteria; explore the work of noteworthy authors,
poets and illustrators; and be introduced to a variety of
strategies for integrating literature into the curriculum and
for encouraging students to become lifelong readers.
Prerequisites: RDG 503 or RDG 504. NH State requirement
for 609.01 (2). This course requires full acceptance into
M.Ed. program.
RDG 535 Survey of Reading for Junior/Senior High
School Teachers (3 credits)
Content area teachers will examine strategies for enhancing
student learning in their classrooms. Strategies for pre-, during and post-reading will be covered, as will strategies for
developing vocabulary, comprehension and study strategies
directly related to the particular content area discipline.
RDG 582 Assessing and Instructing Students with
Reading Difficulty (3 credits)
This course presents methods and materials to assess the
needs and plan instructional interventions for student with
reading difficulties. Students will learn to analyze and interpret formal and informal reading assessments and use
instructional techniques to improve reading in students with
a range of reading difficulties (K-12). The course includes
an examination of literacy development among diverse
learners. Twenty hours of field experience is included.
Prerequisites: RDG 503, RDG 504, or current teaching certification.

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Special Education
(All DEV, EDU, MBE, RDG and SPED courses may require
students to complete off-campus field experience.)
SPED 501 The Exceptional Child and Adolescent
(3 credits)
This course is a survey of the various expressions of exceptionality, not limited to learning disabilities. Students consider the recognition of exceptionality in a child; techniques
for remediation by the regular classroom teacher, specialists
and parents; and approaches to helping the child meet his or
her potential. Ten hours of field experience is included.
SPED 521 Behavior Management (3 credits)
This course focuses on helping students design and implement behavior management programs for special needs
youths, adolescents and adults. It involves the synthesis of
theoretical aspects of behavior modification and implementation in projects that include pinpointing target behaviors,
charting baseline and intervention data, using appropriate
reinforcement schedules and reinforcers, and evaluating necessary program changes. Prerequisite: SPED 501.
SPED 525 Curriculum Integration for Students with
Exceptionalities (3 credits)
This course examines methods and materials, the theories
and research underlying various integrated curricular
approaches for use with learners with exceptionalities in various education settings. Students will evaluate the effectiveness of those methods and materials. Prerequisites: SPED
501, PSY 521 or equivalent.
SPED 561 IEP Assessment, Consultation and
Collaboration (3 credits)
This course familiarizes students with the administration
and interpretation of academic achievement tests and other
evaluation instruments. Students will develop the skills necessary for IEP development and for consultation, collaboration, and team building. The state, federal, and local laws
regarding the education of student with special needs is
examined. Twenty hours of field experience is included.
Prerequisites: SPED 501, EDU 551 or EDU 552.
SPED 571 Special Education Student Teaching and
Seminar (3 credits)
8 weeks full-time teaching under the supervision of a Special
Education Teacher. Prerequisites: SPED 501, SPED 525, SPED
521, SPED 561 and Elementary or Secondary Certification.

Sport Management
SPT 501 Research Methods in Sport Management
(3 credits)
This course examines the methods and techniques used in
research in the field of sport management and the sport
industry. Including the basic aspects of reading, evaluating,
and writing research; this course will explore the concepts
developed in relevant literature as they apply to sport management. Topics include problem selection, literature review,
instrumentation, methodology, statistical issues, and types
of research in sport management . Prerequisites: MBA 501
or equivalent.
114

SPT 510 Sport and Society (3 credits)
Students investigate the interrelationships between sport,
culture, and society in an attempt to better understand the
role and function of sport in contemporary society. Students
receive a broad overview of selected socio-cultural factors
that influence participation in sports. In addition, major ethical issues of sport in society will be explored.
SPT 525 Sport Licensing & Strategic Alliances (3 credits)
The goal of this course is to develop a deep, working knowledge of sports licensing and strategic alliances and how they
relate to the business of sports. Students will fully explore
the process of identifying and developing a sports licensing
and/or strategic alliance strategy so they will be enabled to
apply this knowledge in a real business setting. By doing so,
a student as a future manager, will better recognize opportunities that sports licensing and strategic alliances can
potentially offer to their sport businesses. By developing
this in an international context, a student will engender a
global view of how sports licensing and strategic alliances
are developed and implemented in harmony with overall
firm strategy leading to increased shareholder value.
Prerequisite: SPT 608.
SPT 565 Internationalization of Sport Business
(3 credits)
The Internationalization of Sport Business course will help
to prepare the sport business manager for the exciting world
of global sports. The course is designed to thoroughly introduce the graduate student to the many facets of conducting
sport business in the international marketplace. By using
real life international sport business examples, students will
garner a deeper understanding of the various complexities
associated with conducting sport business in an international context. Some of the key areas include culture, international marketing, financial/political/economic risk, ethical
dimensions, role of media, technology/products, professional sport leagues and governance.
SPT 600 Management of Sport Organizations (3 credits)
This course focuses on the application of management concepts and theories to sport organizations and the sport
industry. It includes issues of organizational design, public
policy, labor relations, collective bargaining, ethical issues in
sport and the globalization of the sports industry.
SPT 608 Sport Marketing and Media (3 credits)
This course is a survey of concepts and processes used in the
successful marketing of sport programs and events. The
case-study approach is used and special emphasis is placed
on the unique aspects of sport products, markets and consumers.
SPT 610 Sport Law (3 credits)
Students learn about the law as it applies to professional and
amateur sport organizations. The course includes the analysis of contracts, tort law, antitrust law, labor law and collective bargaining. Prerequisite: MBA 610 or equivalent.
SPT 620 Finance & Economics of Sport (3 credits)
This course will provide students with an understanding of
financial and economic theories and principles utilized in

Course Descriptions
the global sport industry. Prerequisites: MBA 501, MBA 502,
and MBA 503 or equivalent.
SPT 700 Seminar in Sport Management (3 credits)
This course covers the development of sport management
principles through analysis of specific issues and problems. A
seminar format is used to integrate material from previous
courses and allow students to focus on their areas of interest. Prerequisites: SPT 501, SPT 510,SPT 600, and SPT 608.

Taxation
TAX 650 Federal Taxation of Individuals (3 credits)
This course studies the theory and practice of federal income
taxation of individuals.
TAX 655 Federal Income Taxation of Corporations and
Partnerships; Estate and Gift Excise Tax (3 credits)
This course studies the theories and practices of income taxation of corporations and partnerships and excise tax on
estates and gifts. Prerequisite: TAX 650.

TAX 665 Estate and Gift Taxation (3 credits)
This course deals with the federal taxation of gratuitous
transfers during a taxpayerâ&#x20AC;&#x2122;s lifetime and property transfers
at death. A study is made of relevant statutes and regulations. Prerequisite: TAX 650.
TAX 670 Tax Research Methodology/Practice and
Procedures (3 credits)
This course explores the methods and techniques of federal
tax research. In addition, students will learn the rules and
procedures for representing clients before the Internal
Revenue Service. Prerequisite: TAX 650.
TAX 700 Special Topics in Taxation (3 credits)
This course offers an in-depth study of special topics in federal taxation. Major contemporary problem areas of taxation
are explored. Prerequisites: TAX 650, TAX 655 and TAX 670.

TAX 660 Tax Factors in Business Decisions (3 credits)
This course is an introduction to tax factors that are relevant
in business and personal financial planning decisions. This
includes regular and S corporations, partnerships, fiduciaries, tax shelters and tax research. Background preparation:
6 credit hours in accounting or the equivalent. This course is
open only to non-accounting students.

Administration of the University
Paul J. LeBlanc
President
B.A., Framingham State College
M.A., Boston College
Ph.D., University of Massachusetts, Amherst
Donald Brezinski
Vice President for Institutional Advancement
B.A., Boston College
M.A., American University
Pamela Hogan
Vice President for Human Resources and Development
B.A., New Hampshire College

University Directory
Scott John Kalicki
Vice President for Student Affairs
B.A., M.A., University of Hartford
Ph.D., University at Albany
Patricia A. Lynott
Vice President for Academic Affairs
B.A., Trinity College
M.A., Northern Illinois University
Ph.D., Loyola University of Chicago
William McGarry
Vice President for Operations and Finance/Treasurer
B.S., M.B.A., Fairleigh Dickinson University
Bradley Poznanski
Vice President for Enrollment Management
B.S., Springfield College
M.S., Rivier College
Martha Rush-Mueller
Vice President for Marketing and Communications
B.A., Bloomfield College

Associate Vice President
C. Richard Erskine
Associate Vice President for Academic Affairs
B.A., M.A.T., University of New Hampshire
Ed.D., Vanderbilt University

Administration of Academic Schools
Deans
Martin J. Bradley
Dean, School of Business
Professor of organizational leadership
B.S., Lyndon State College
M.Ed., Notre Dame College
Ed.D., Vanderbilt University
Karen Erickson
Dean, School of Liberal Arts
B.A., Stanford University
M.A., Ph.D., Harvard University
Ellen Ryder Griffin
Dean, School of Professional and Continuing Education
B.A., University of Massachusetts
M.Ed., Northeastern University
Kathy Growney
Dean, Shapiro Library
B.A., University of Vermont
M.S., Simmons College

Charles M. Hotchkiss
Dean, School of Community Economic Development
B.A., Bates College
M.R.P., Ph.D., Cornell University

Associate Deans
Ron E. Biron
Associate dean, School of Business
B.S., Franklin Pierce College
M.B.A., New Hampshire College
Patricia R. Gerard
Associate dean, School of Business
B.S., Franklin Pierce College
M.B.A., New Hampshire College
Ellen J. Kalicki
Associate dean, School of Education
B.A., M.A., University at Albany
Deborah R. Wilcox
Associate dean of the faculty
B.A., University of New Hampshire
M.L.S., University of Rhode Island

Assistant Deans
Ashley Liadis
Assistant dean, School of Business
Director, 3 Year Honors Program
B.S., M.S., Southern New Hampshire University
Frederick Lord
Assistant dean, School of Liberal Arts
B.S., M.B.A., New Hampshire College
M.F.A., New England College
Anthony Poore
Assistant dean of marketing and admissions, School of
Community Economic Development
B.A., Wright State University
M.S., M.B.A., Southern New Hampshire University

Paul A. Barresi
Associate professor of political science and environmental law
B.S., Cornell University
J.D., The George Washington University National Law Center
M.A.L.D., The Fletcher School of Law and Diplomacy, Tufts
University
Ph.D., Boston University
2001
Annabel Beerel
Distinguished Chair of Ethics
B. ACC., University of South Africa
M.T.S., Weston Jesuit School of Theology
M.B.A., Cranfield University
Ph.D., Boston University
2006
Robert Begiebing
Professor of English
Director of M.F.A. Program
B.A., Norwich University
M.A., Boston College
Ph.D., University of New Hampshire
1977
Allison Benkwitt
Reference, Periodicals librarian
Instructor
B.A., Oberlin College
M.L.S., Indiana University
2005
Doug Blais
Professor of sport management
B.S., M.B.A., New Hampshire College
Ph.D., University of Connecticut
1996
Kimberly L. Bogle
Assistant professor of sport management
B.S., Skidmore College
M.S., Ph.D., Florida State University
2005
Steven O. Booth
Associate professor of business law
B.S., Franklin Pierce College
J.D., Ohio Northern University
2003

118

Yoel Camayd-Freixas
Professor of community economic development
B.A., Universidad Mundial
M. Ed., Northeastern University
M.A., Ph.D., Boston College
1982
Gary Carkin
Professor of TESL
B.A., University of New Hampshire
M.A., University of New Mexico
Ph.D., Michigan State University
1982
Karin L. Caruso
Associate professor of accounting and organizational leadership
B.A., Syracuse University
M.S., State University of New York
M.B.A., New Hampshire College
1977
Tom S. Chan
Professor of information technology
B.S., M.S., University of Southern California
M.A., HsiLai University
M.B.A., Pepperdine University
D.Ed., Texas Tech University
2000
Michael A. Chambers
Assistant professor of communication
B.A., Concord College
M.A., Marshall University
2007
Christina Clamp
Professor of community economic development
B.A., Friends World College
M.A., Ph.D., Boston College
1981
Pamela B. Cohen
Associate professor of mathematics
B.S., Boston University
M.A., Teachers College, Columbia University
1984
J. Stephanie Collins
Professor of information technology
B.B.A., Ph.D., University of Wisconsin, Milwaukee
1996

University Directory
Vicki Connell
Associate professor of culinary arts
A.A.S., University of New Hampshire
B.S., M.B.A., New Hampshire College,
CHE
1985
Christopher Cooper
Access services librarian
Instructor
B.A., Bates College
M.A., University of Massachusetts, Amherst
M.S.L.I.S., Syracuse University
2005
Julianne Cooper
Professor of history
B.G.S., M.A., Ph.D., University of New Hampshire
Th.M., Harvard Divinity School
1997
David E. Cox
Associate professor of mathematics
B.A., Southwest Baptist University
M.S., University of Oklahoma
1990
Robert R. Craven
Professor of English and humanities
B.A., M.A., City College of New York
Ph.D., University of Rhode Island
Diploma (Art History), University of New Hampshire
1977
Patrick Cullen
Associate professor of justice studies
B.S., Cornell University
J.D., Boston College Law School
2006
Allison M. Cummings
Associate professor of English
B.A., Reed College
M.A., Ph.D., University of Wisconsin, Madison
2002
Edward W. Daniels
Off-campus services librarian
Professor
B.A., University of New Hampshire
M.L.S., University of Rhode Island
1987
Kevin J. Degnan
Professor of science and mathematics
B.S., Manhattan College
M.S., Ph.D., New York University
1995
Ronald DePeter
Assistant professor of rhetoric/composition
A.A., Eckerd College
B.A., St. Petersburg College
M.A., Ph.D., Florida State University
Tej S. Dhakar
Professor of quantitative studies, operations and
project management
B.S., Indian Institute of Technology
M.B.A., University of Delhi
Ph.D., University of Alabama
1995

Antimo DiMatteo
Associate professor of TESL
B.A., Butler University
M.Ed., Notre Dame College
1993
Francis â&#x20AC;&#x153;Bobâ&#x20AC;? Doucette
Professor emeritus of psychology
B.A., Holy Apostles College
M.Ed., Northeastern University
Ph.D., Vanderbilt University
David L. Doyon
Assistant professor of accounting
B.S., University of Southern Maine
M.B.A., Southern New Hampshire University
2001
Eleanor Dunfey-Freiburger
University professor of ethics and civic engagement
B.A., Emmanuel College
M.A., University of San Francisco
1984
Euclid A. Dupuis
Professor of accounting
B.A., New Hampshire College
M.S., Bentley College,
CPA
1984
John K. Evans
Professor of organizational leadership
B.A., St. Anselm College
M.A., University of New Hampshire
Ed.D., Boston University
1980
David W. Fehr
Associate professor of finance and economics
Director of the Center for Financial Studies
B.S., Lafayette College
M.B.A., University of Rochester
1998
Philip Vos Fellman
Professor of international business
B.F.A., California Institute of Art
M.B.A., Yale University
M.A., Ph.D., Cornell University
1993
Marilyn Fenton
Assistant professor of education
B.A., M.A., University of Rochester
C.A.G.S., Plymouth State College
Ed.D., Argosy University
2007
Aysun Ficici
Assistant professor of international business
B.A., University of Massachusetts at Lowell
M.A., Harvard University
M.B.A., New Hampshire College
M.S., M.B.E., Southern New Hampshire University
D.B.A., Southern New Hampshire University
2007

119

Southern New Hampshire University
M. Brigid Flanigan
Associate professor of culinary arts
A.A.S., Southern Maine Vocational Technical Institute
M.Ed., Cambridge College
CHE
1998
Robert H. Fleeson
Professor emeritus of English
B.A., Yale University
M.A., University of New Hampshire
1967
John P. Fleming
Professor of English and communication
A.B., Merrimack College
M.A., Southern Illinois University
M.Ed., Notre Dame College
M.S., Boston University School of Public Communication
Ph.D., Bowling Green State University
APR, CH
1981
James Freiburger
Professor of organizational leadership
B.S., Loras College
M.S., University of Notre Dame
C.A.S., University of Vermont
Ph.D., University of Connecticut
1988
Peter Frost
Associate professor of psychology
B.A., Framingham State College
M.A., Ph.D., Baylor University
2001
Philip H. Funk, Jr.
Associate professor of information technology
B.S., Drexel Institute of Technology
S.M., Massachusetts Institute of Technology
1982
Michele Goldsmith
Assistant professor of science
B.A., State University of New York at Plattsburgh
M.S., Bucknell University,
M.A., Ph.D., State University of New York at Stony Brook
2008

Nicholas Hunt-Bull
Associate professor of philosophy and political theory
Director of Honors program
B.A., M.A., University of Western Ontario
M.A., Ph.D., University of North Carolina, Chapel Hill
2002

Adjunct Faculty
Thomas Adamson
B.S., University of Florida
M.A., University of California
Maurice Allen
B.S., M.S., New Hampshire College

Berly Battle
B.A., M.A., Central Missouri State University
Camille Biafore
B.A., University of Massachusetts
M.Ed., University of Maine
Wendy Bibeau
B.S., University of Massachusetts
M.S., Southern New Hampshire University
John Black
B.A., Quincy College
M.A., M.Ed., Bowling Green University
Douglas Blake
B.S., University of Southern Maine
M.A., University of New Hampshire
Thomas Boudin
B.S., University of Maine
M.B.A., University of Southern Maine
Lori Boulay
B.S., Bentley College
M.B.A., New Hampshire College
Brooke Bourassa
B.A., Cornell University
M.S., Simmons College
M.S., M.B.A., Southern New Hampshire University
Irwin Bramson
B.A., M.S., Northeastern University
Michael Brien
B.A., Boston College
M.F.A., University of Iowa
Maurice Brooks
B.A., University of Maine
J.D., Franklin Pierce Law Center
Mary Brown
B.A., Smith College
M.Ed., Harvard University
Margaret Burke
B.S., M.S., New Hampshire College

Patrick Allen
B.S., M.Ed., University of Massachusetts

Kevin Burke
B.A., University of Vermont
M.B.A., Babson College

George Anthes
B.A., College of the Holy Cross
L.L.M., Boston University
J.D., Boston College

Kara Burton
B.A., Hofstra University
M.A.T., University of New Hampshire

John Aylard
B.S., Ohio State University
B.S., University of Missouri
B.S., Franklin Pierce College
M.B.A., Golden Gate University
Caren Baldwin-DiMeo
B.A., University of New Hampshire
M.F.A., Emerson College

124

Andrea Bard
B.S., Northern Michigan University
M.A., Emerson College

Thomas Caouette
A.S., New Hampshire Technical Institute
B.C.E., Keene State College
M.S., Fitchburg State College
David Cecere
B.A., Northeastern University
M.A., University of New Hampshire
Madonna Ciocca
B.S., University of Missouri
M.S., University of New Hampshire

University Directory
Grace Collette
B.S., M.B.A., Southern New Hampshire University

William Eckel
B.S., M.B.A., New Hampshire College

Robert Cote
B.S., Pennsylvania State University
M.B.A., Lehigh University

Sharon Eggleston
A.A., B.S., M.S., New Hampshire College

Herbert Coursen
B.A., Amherst College
M.S., Wesleyan University
Ph.D., University of Connecticut
Rex Cozzens
B.A., Tennessee Temple University
M.A.T., Rivier College
M.A., Harvard University
Russell Crevoiserat
B.S., University of Massachusetts
M.S., M.B.A., New Hampshire College
Laura Crosby-Brown
B.S., M.S., M.B.A., New Hampshire College
Robert Dalton
B.S., Providence College
M.B.A., Syracuse University
David Daly
B.S., Fitchburg State College
M.A., Anna Maria College
David Danielson
B.A., Saint Anselm College
M.B.A., Rivier College
James Delaney
B.S., M.B.A, Northeastern University
Arthur Deleault
B.A., Saint Anselm College
M.A., Rivier College
Terri Demaine
B.S., Keene State College
M.Ed., University of New Hampshire
M.Ed., Notre Dame College
Walter Derrenbacher
B.S., Syracuse University
M.S., Lesley College
William Dickson
B.A., M.C.D., University of Liverpool
Lester Donovan
B.S., University of New Hampshire
M.S., Florida Institute of Technology
Philip Downs
B.A., M.A., University of Maine
Ed.D., Vanderbilt University
Richard Ducharme
B.S., New Hampshire College
M.S., Suffolk University
Richard Dumais
B.S., M.Ed., Plymouth State University
Robert Dupre
B.S., Lowell Technological Institute
M.B.A., Western New England College

Thomas Fidrych
B.S., Husson College
M.B.A., New Hampshire College
Daniel Foster
A.A., University of New Hampshire
B.S., New Hampshire College
M.S., Regis University
Lawrence Frates
B.S., Massachusetts College of Art
M.Ed., University of Massachusetts
John Freeman
B.A., Kean College
M.A., Seton Hall University
M.Ed., University of North Dakota
Ph.D., University of New Hampshire
David Gonthier
B.A., University of New Hampshire
M.S., Boston University
M.F.A., Goddard College
Juan Gonzalez
B.S., University of San Carlos, Guatemala
M.S., University of Minnesota
Kathleen Gordon
B.A., College of the Holy Cross
M.B.A., Babson College
James Gosselin
B.A., University of New Hampshire
M.B.A., New Hampshire College
Lisa Gosselin
B.A., University of New Hampshire
M.S., Springfield College
Daniel Guliano
B.A., State University of New York
M.B.A., New Hampshire College
Robert Hamilton
B.S., Bryant College
M.B.A., Plymouth State College
Constance Hardin
B.S., University of Maryland University College
M.S., Bowie State University
William Harley
B.S., Daniel Webster College
M.B.A., New Hampshire College
John Hayes
B.A., West Chester State College
M.A., University of Rhode Island
Ph.D., Chicago School of Professional Psychology
John Hayward
B.S., Slippery Rock University
M.A., University of New Hampshire
Paul Hitchings
B.A., M.S.T., University of New Hampshire
125

Southern New Hampshire University
Daryl Hoitt
B.A., University of New Hampshire
M.B.A., Fairleigh Dickinson University

Jerry Hunter
B.S., University of Maine
M.S., New Hampshire College
Deborah Jackson
B.A., M.A., J.D., Rutgers University
Rodney Jean-Baptiste
A.S., Quinsigamond Community College
B.S., Worcester State College
M.B.A., Anna Maria College
Ph.D., Capella University

Tia Juana Malone
B.A., Albany State College
M.S., Northeastern University
Scott Maltzie
B.S., Plymouth State College
M.S., M.B.A., New Hampshire College

Paula Jones
B.S., Franklin Pierce College
M.A., Antioch University

Frank Marino
B.A., University of Connecticut
M.B.A., New Hampshire College

Thomas Juenemann
B.S., United States Naval Academy
M.B.A., University of Maine

James Marino
B.A., M.A., Salem State College

Rimas Kalvaitis
B.S., Drexel University
M.S., California State University
M.S., University of Southern California
Jeffrey Kent
B.Ed., Plymouth State University
M.Ed., University of New Hampshire
M.L.S., University of Rhode Island
Patrick Klingaman
B.S., University of Utah
M.B.A., Indiana University
William Kratochvil
B.S., University of Wisconsin
M.B.A., Indiana University
Donald Ladd
B.S., M.S., Husson College
Marilyn Lairsey
B.A., Antioch University
Ph.D., Union Institute

Eva Martel
B.S., New Hampshire College
M.B.A., Plymouth State College
Pamela Mayo
B.Ed., University of Miami
M.Ed., George Mason University
David McBride
B.A., University of New Hampshire
M.Ed., Northeastern University
Jonathan McCosh
B.S., Merrimack College
M.B.A., Babson College
Cathleen McGrevey
B.S., University of New Hampshire
M.S., New England College
Thomas McGrevey, Jr.
B.S., University of New Hampshire
M.B.A., New Hampshire College
John McWilliams
B.A., University Massachusetts

Andrew Laverdiere
B.A., Plymouth State College
M.S.T., University of New Hampshire

University Directory
Alvin Nix
B.A., Saint Anselm College
M.B.A., Plymouth State College
J.D., Franklin Pierce Law Center
James Noonan
B.S., M.B.A., M.S., Suffolk University
Ph.D., Southern California University for Professional Studies
Donald Norris
B.S., Northeastern University
M.B.A., Boston University
Charles North
B.S., Black Hills State University
M.Ed., Notre Dame College
Daniel O'Leary
B.A., Boston College
M.Ed., University of Massachusetts
Paula Paris
B.S., University of Hartford
M.Mgt., Brandeis University
Mark Sailer Patrick
B.S., New Hampshire College
M.B.A., National University
Randall Pinsonneault
B.B.A., Marquette University
M.B.A., New Hampshire College
Carroll Piper
A.S., Andover College
B.S., M.S., Husson College
Lynda Plante
B.S., University of New Hampshire
M.B.A., New Hampshire College
Sunil Pokharel
B.A., M.A., Tribhuvan University
M.A., University of New Hampshire
M.S., Southern New Hampshire University
Andreas Reif
B.A., University of Maryland
M.D.V., Gordon Conwell Theological Seminary
Linda Remillard
B.A., Glenville State College
M.S., University of New Hampshire
Claire Rieck
B.S., M.B.A., Southern New Hampshire University
Michael Roberts
B.S., M.B.A., Cornell University
William Robertson
B.S., Saint Francis College
M.A., Fordham University
M.B.A., New York University

John Sears
B.S., Boston College
J.D., University of San Diego
Deborah Shaw
B.A., Clark University
M.S., Rivier College
Cathy Silverman
B.A., Mary Washington College
M.F.A., California Institute of Arts
James Smalley
B.A., Fordham University
M.B.A., Clark University
Stephen Soreff
B.A., Tufts University
M.D., Northwestern University
Jo Ellen Space
B.A., Southern New Hampshire University
M.Ed., Plymouth State University
Andrew Stangel
B.A., Ph.D., University of California
M.A., University of Wisconsin
James D. Sullivan
B.A., State University of New York
M.Ed., University of New Hampshire
Paul Thibault
B.S., New Hampshire College
M.S., Rivier College
David Thrope
B.A., New York University
M.B.A., Babson College
Elizabeth Tillar
B.A., University of New Mexico
M.A., Colgate University
Ph.D., Fordham University
Salvatore Torrisi
B.S., Northeastern University
M.B.A., Babson College
Gordon Tuttle
B.S., University of New Hampshire
M.B.A., New Hampshire College
Michael Van Uden
B.S., M.B.A., New Hampshire College
Robert Wheeler
B.A., M.A., University of New Hampshire
Candice Whitesel
A.A.S., University of Akron
B.A., Rivier College
M.S.W., Boston University

Georgine Williams
B.A., Good Counsel College
M.Ed., Plymouth State College

127

Southern New Hampshire University
Howard Williams
B.S., M.Ed., Boston University
Stephen Wilson
B.A., University of Rhode Island
M.A., University of London
Deborah Wood
B.A., M.A., Ph.D., University of California
Stephen Wood
B.S., University of Maine
M.B.A., Northeastern University
Julie Zink
B.A., University of Mississippi
M.A., University of South Carolina
Ph.D., University of South Alabama
Michael Zulauf
B.A., Nasson College
M.A.T., Manhattanville College

School of Professional and Continuing Education
Brandi Lyn Biagiotti
Director, SNHU Manchester
B.A., Franklin Pierce College
M.A., Antioch New England
Christopher Chretien
Academic Advisor, SNHU Laconia
B.A., Saint Anselm College
M.B.A., Franklin Pierce College
Kevin Coyne
Academic Advisor, SNHU Nashua
B.A., Keene State College
M.P.A., University of New Hampshire
John Gonsalves
New Student Advisor/Recruiter, SNHU Manchester
B.A., New England College
M.A., Notre Dame College
Karen Goodman
Director, SNHU Nashua
A.S., University of Maryland
B.S., University of the State of New York-Regents
M.A., University of the Incarnate Word
Gilda Guttman
Academic Advisor, SNHU Salem
B.S., New York University
M.S., Long Island University
Ph.D., New York University
Karen James
Associate Director, SNHU Seacoast
B.S., Rochester Institute of Technology
M.Ed., Colorado State University
M.B.A., University of Colorado

William B. Jenkins
Assistant director, Career Development Center
B.S., Clemson University
M.Ed., University of New Hampshire
O.D., Indiana University
Bruce Joyce
Facility manager, Baseball coach
B.S., New Hampshire College
Susan Kantargis
Programmer Analyst, Computing Resources
A.A.S., Mount Wachusett Community College
Kathleen H. Kennedy
Assistant director of marketing and admissions, School of
Community Economic Development
B.S., M.S., Southern New Hampshire University

Constance Harvey
Associate director, International Admission
B.S., New Hampshire College

Curtis Kimball
Director of web services, Marketing and Communications
B.S., University of Miami
M.Ed., University of Georgia

Steven Harvey
Director, International Admission
B.S., University of Maine
M.A., Ph.D., Boston University

Dawn Sedutto
International Student Advisor
B.S., University of Connecticut
M.S., University of Bridgeport
Paula Shapazian
Assistant director, Residence Life
A.S., Hesser College
B.S., New Hampshire College
M.S., Southern New Hampshire University
Mark Skelding
Assistant academic coordinator
Field-based Graduate Program in Education
B.S., Pennsylvania State University
M.Ed., St. Michael’s College
Stanley C. Spirou
Head coach, Men’s basketball
B.S., Keene State College
M.Ed., Antioch University
Lisa St. Hilaire
Director of development operations
B.S., Plymouth State College
Pauline Y. St. Hilaire
Director, Dual enrollment and SNHU 101
B.S., M.S., New Hampshire College
Norman H. St. Onge, Jr.
Assistant director of Public Safety
B.S., New Hampshire College
M.B.A., Southern New Hampshire University
Michelle Strout
Associate director of development, Institutional Development
B.S., M.B.E., Southern New Hampshire University
Jill Teeters
Senior associate director, Undergraduate Admission
B.A., Ithaca College
M.A., Emerson College
Scott A. Tierno
Director, Student Life & Student Center
B.S., Plymouth State College
M.Ed., Northeastern University
Judy A. C. Timney
Director of advisement and assessment, School of Education
A.S., Rivier College
B.A., University of New Hampshire
M.S.B.E., Southern New Hampshire University
M.Ed., Southern New Hampshire University
Robert Vachon
Director of Facilities
B.A., St. Anselm College
Barbara Vazquez
Credit Administrator, Collections
A.A.S., James Rumsey Vocational Technical College
Julie Welkowitz
Assistant academic coordinator
Graduate programs in Community Mental Health
B.A., Cornell University
Ph.D., University of Vermont
James Whitcher
User Liaison, Computing Resources

133

Southern New Hampshire University
Nancy White
Coordinator, Health Services
L.P.N., Moore General Hospital School of Practical Nursing
B.S.H.S., New Hampshire College
James A. Whitmore
Director, Human Resources
B.A., University of New Hampshire
M.B.A., New Hampshire College
Kathy Willis
Math tutoring coordinator, The Learning Center
B.S., University of Maine
M.Ed., University of New Hampshire
Sara Wilson
Director, Training and organizational development
B.A., University of Virginia
M.S.H.S., Springfield College
James J. Winn
Director of Public Safety
B.A., Notre Dame College
M.P.A., University of New Hampshire
Joseph Zaleski
Lead Systems Programmer, Computing Resources
A.A.S., George Washington University
B.S., University of New Hampshire
Vanessa Zerillo
Program director, Field-based Graduate Program in Education
B.A., State University College of New York
M.S., University of Vermont
Ed.D., Nova Southeastern University
Jeanne Zimmerman
Recruitment and admissions specialist
Graduate Program in Community Mental Health
B.S., Trinity College of Vermont
Vincent J. Zuccala
Head trainer
B.S., Salem State College
M.S., Eastern Illinois University

Direct Third Party Billing ............................................................16
Disciplinary Dismissal ................................................................67
Distinguished Achievement Citations ........................................136
Doctor of Business Administration (D.B.A) in
International Business ............................................................28
Doctor of Philosophy (Ph.D.) in Community Economic
Development ..........................................................................40
Doctoral Degrees ..........................................................................8
Doctoral Program ..................................................................28, 40
Dorothy S. Rogers Career Development Center ..............................21

E
Educational Services....................................................................73
Elementary Education – Certification K-8......................................49
English as a Second Language Program (ESL) ..............................23
English for Speakers of Other Languages (ESOL) ..........................51
ESL Term Dates ............................................................................4

I
ICED Program offered in Manchester, NH and the Philippines ......42
Important Student Handbook Information ....................................69
Initial Enrollment ........................................................................13
Institute for International Business of Southern New Hampshire
University ..............................................................................37
Institute for Language Education (ILE) ........................................23
Inter-Greek Council ....................................................................70
International Students and Financial Aid ....................................18
Internships ............................................................................13, 21
Interviews ..................................................................................11

137

Southern New Hampshire University
L
Leave of Absence and Reactivation ..............................................13
Level of Achievement Expected ....................................................65
Loans and Employment ..............................................................17

M
M.S. in Accounting ......................................................................29
M.S. in Finance ..........................................................................29
M.S. in Marketing........................................................................29
M.S. in Operations and Project Management ................................29
M.S. in Organizational Leadership................................................29
M.S. in Sport Management ..........................................................29
Master Degree Programs ........................................................41, 57
Master of Arts (M.A.) ..................................................................8
Master of Arts in Community Economic Development Policy ........43
Master of Business Administration (M.B.A.) ..................................8
Master of Business Administration in Community Economic
Development (Advanced Practitioner Program) ........................44
Master of Education (M.Ed.) ........................................................8
Master of Education (M.Ed.) and Certificate of Advanced Graduate
Study (CAGS) ........................................................................52
Master of Education Degrees........................................................48
Master of Fine Arts (M.F.A.) ........................................................8
Master of Fine Arts in Creative Writing in Fiction and Nonfiction ..57
Master of Science (M.S.)................................................................8
Master of Science Degree in Accounting ......................................30
Master of Science Degree in Accounting/Finance ..........................31
Master of Science Degree in Business Education ..........................50
Master of Science Degree in Finance ............................................31
Master of Science Degree in Information Technology ....................31
Master of Science Degree in International Business ......................32
Master of Science Degree in Marketing ........................................32
Master of Science Degree in Operations and Project Management ..33
Master of Science Degree in Organizational Leadership ................33
Master of Science Degree in Sport Management ............................33
Master of Science in Community Economic Development ..............41
Master of Science in Community Mental Health ..........................60
Master of Science in International Community Economic
Development ..........................................................................42
Master of Science in Justice Studies Program ................................55
Master of Science in Teaching English as a Foreign Language &
New Hampshire State Certification in ESOL..............................57
Media Organizations ..................................................................70
Mental Health Counseling Track ..................................................60
Mission ........................................................................................5

S
Scheduling ..................................................................................63
Scholastic Standing......................................................................65
School of Business ......................................................................26
School of Business Graduate Certificate Programs ........................29
School of Business Graduate Programs ........................................27
School of Business Master Degree Programs ................................28
School of Community Economic Development Graduate Programs 40
School of Education Graduate Programs ......................................48
School of Liberal Arts ................................................................56
School of Liberal Arts Graduate Programs ....................................57
School of Community Economic Development ..............................39
School of Education ....................................................................47
School of Professional and Continuing Education..........................62
Second Degrees ..........................................................................13
Secondary Education – Certification 5-12......................................49
Section 504 Compliance and ADA Compliance ..............................21
Service and Citizenship................................................................71
Services To Students With Disabilities ..........................................21
SNHU Center for Financial Studies ..............................................36
SNHU Institute for Forensic Accounting and Fraud Examination ....37
SNHU Online ..............................................................................24
SNHU Online Enrollment – International Students ........................16
SNHU Student ID card ................................................................19
Solicitation Policy ........................................................................72
Southern New Hampshire University Ambassadors ......................70
Standards of Satisfactory Academic Progress for Financial Aid ......19
Statement of Belief ....................................................................69
Student Center ............................................................................72
Student Government Association..................................................70
Student Life and the Student Center ............................................72
Student Teaching ........................................................................14
Summer-Intensive Master of Science in CED ................................42

Program Requirements ................................................................11
Programs for Certified Teachers....................................................49
Programs Leading to Initial Certification ......................................48
Programs Leading to New Hampshire State Certification ..............48
Provisional Admissions................................................................12
Public Safety ..............................................................................71

A Note on the Purpose of a University Catalog
The purpose of a university catalog is to be of use to present or potential students and family members, to serve as a historical
document and to let others know the nature and scope of programs available. Every effort was made to ensure accuracy at the
time of publication; the various staff and faculty members listed herein will do their best to answer questions.
Students have the responsibility to become familiar with these policies and processes as they pursue their educational goals.
The students, administration, faculty and staff have the mutual responsibility of bringing the words to life by making the learning experiences as pleasant and productive as possible. The university reserves the right to change any part of it and to make
any changes retroactive for students currently enrolled.
ÂŠ 2008 Southern New Hampshire University

Nondiscrimination
Southern New Hampshire University does not discriminate on the basis of race, color, national origin, citizenship, religion, marital status,
age, sex, sexual orientation or disability in admission to, access to, treatment in or employment in its programs and activities. The following department has been designated to handle inquiries regarding the nondiscrimination policies: Office of Human Resources and
Development, Southern New Hampshire University, 2500 North River Road, Manchester, NH 03106-1045.

L—Handicap Parking

G—General

V—Visitor Parking Only

R—Residential Students Only

How to get to Southern New Hampshire University
From I-93 (Boston area)

From New Jersey and New York City (4-6 hours)
Take the George Washington Bridge in New York City to I-95N to
I-91N to I-84E in Hartford, CT. Take I-84E to I-90E to I-290E to
I-495N to I-93N. (Follow directions from I-93)

Most facilities and programs at Southern New Hampshire University are accessible to persons with disabilities. For further information
on access, please contact the Office of Disability Services at: Voice: 603.668.2211 ext. 2386, TTY: 603.629.4671.

Take exit 9N, follow road (US 3/RT 28) to first set of lights. Take a
left at the lights onto West Alice Drive, which becomes Donati Drive
at the sharp curve. Follow Donati Drive to the end, and then take a
right at the stop sign onto Bicentennial Drive. Follow Bicentennial
Drive to the stop sign, and then take a right onto North River Road.
The university is located 1/4 mile on the left, after the overpass.

Family Educational Rights and Privacy Act

From Hartford, CT (2 1/2 hours)

Southern New Hampshire University complies with the Family Educational Rights and Privacy Act (known as the “Buckley” Amendment).
This act, which was passed by the congress in 1974, protects the rights of the student in matters of access to and release of information
contained in the students’ records. Questions regarding this policy should be referred to the registrar.

Take I-84E to I-90E to I-290E to I-495N to I-93N.
(Follow directions from I-93)

Sexual Harassment

Take I-290E to I-495N to I-93N. (Follow directions from I-93)

Southern New Hampshire University seeks to create and maintain an academic and work environment in which all members of the
community are free of harassment based on gender. It is the policy of Southern New Hampshire University that no member of the community may sexually harass another. The intent of this policy as to foster responsible behavior in an environment free of discrimination.
Sexual harassment is illegal as it makes he educational and working environment hostile, intimidating and offensive.

From the North (I-93)
Take I-93S, bear right after the Hooksett tolls; continue onto I-93S
to exit 9N. (Follow directions from I-93)

From the Everett Turnpike/RT 3 (Nashua, NH; Lowell, MA)
Take RT 3N to I-293N to exit 6. Bear right off the exit, go through
one set of lights and move to the left lane as you cross over the
Amoskeag Bridge. Turn left at next set of lights (Elm Street); turn
left at next set of lights (Webster Street); then turn right onto River
Road. Follow River Road, which becomes North River Road, for 2
miles to the university.

Southern New Hampshire University

Southern New Hampshire University
2500 North River Road
Manchester, NH 03106

www.snhu.edu

2008-2009 GRADUATE CATALOG

Bound Printed Matter

Graduate Catalog

Go for your masterâ&#x20AC;&#x2122;s. Go for your doctorate. Go for yourself. Go for your
family. Go beyond expectations. Go for the challenge. Go for the education.